Download Wilson- Ancient Eygpt

Section 1:
Name: Lauren Wilson
Unit Title: Ancient Egypt
Grade Level: 6th
1. The Egyptian alphabet contained more than 700 hieroglyphs.
2. Ancient Egyptians believed in more than 2,000 deities! Each had different responsibilities
and needed to be worshipped so that life could be kept in balance.
3. Cats were considered to be a sacred animal by the Ancient Egyptians. It's thought that
most families kept a cat as a pet, which they believed would bring the household good
luck.
4. Most Ancient Egyptian pyramids were built as tombs for pharaohs (rulers of Ancient
Egypt) and their families. To date, over 130 pyramids have been discovered in Egypt.
5. The people of Ancient Egypt mummified the bodies of their dead. They would remove
the internal organs and use oils on the body. They would wrap the body in cloth. Items
belonging to the dead person would be buried with them and also things that were
believed to be needed in the after life.
6. The afterlife was incredibly important to the Egyptians. They believed that by preserving
a dead person's body - which they did through the process of mummification - their soul
would live on in the after-life forever.
7. The Pyramid of Khufu at Giza is the largest Egyptian pyramid. This incredible structure
weighs as much as 16 Empire State buildings.
8. Both Egyptian men and women wore makeup. The eye-paint was usually green (made
from copper) or black (made from lead). As well as offering protection from the sun, the
Egyptians believed makeup had magical healing powers.
9. Egypt is mainly made up of hot deserts and receives little rainfall. Without the River
Nile, the area would be entirely desert. Before modern dams were built the Nile River
would flood each year coating the land on either side of the river with thick back mud.
This mud was ideal for growing crops, because it made the ground very fertile.
10. Two separate kingdoms (ruled by different kings) developed along the Nile River. The
kingdom in Upper Egypt was known as the white crown and the kingdom in Lower
Egypt was called the red crown. In about 3200 B. C. the pharaoh of the north conquered
the south and Egypt became united. The pharaoh’s name was King Narmer or Menes.
Menes built a new capital city called Memphis. In the Greek language the word Memphis
meant, “Balance of the Two Lands.”
11. Egypt is a very dry country. The Sahara and Libyan Desert make up most of the area of
Egypt.
12. Egypt experiences natural hazards such as droughts, earthquakes, flash floods, landslides,
windstorms (called khamsin), dust storms and sandstorms.
13. The longest river in the world, the Nile, runs through Egypt.
14. Egypt is famous for its ancient civilization, the Ancient Egyptians, who date back to
around 3150 B.C.
15. Rich Egyptians wore wigs while the other classes would wear their hair long or in
pigtails. Until 12, Egyptian boys had their heads shaved except for one plaited lock – this
was as a protection against lice and fleas.
16. The women in ancient Egypt enjoyed legal and economical equality with men.
Nevertheless, they never enjoyed social equality with men.
17. For ancient Egyptians, bread was the most important food and beer was their favorite
drink. Models of brewers were even left in tombs to ensure that the deceased had plenty
of beer in the next world.
18. The ancient Egyptians had three different calendars: an everyday farming calendar, an
astronomical calendar, and a lunar calendar. The 365-day farming calendar was made up
of three seasons of four months. The astronomical calendar was based on observations of
the star Sirius, which reappeared each year at the start of the flood season. Finally, priests
kept a lunar calendar that told them when to perform ceremonies for the moon god
Khonsu.
19. The ancient Egyptians were the first people to have a year consisting of 365 days divided
into 12 months. They also invented clocks.
20. The scarab beetle was sacred to the Egyptians and represented life after death or
resurrection.
Section 2:
References:
Nonfiction:
1. Trumble, K., & Kubinyi, L. (1996). Cat Mummies. New York, New York: Clarion
Books.
In the summer of 1888, an Egyptian farmer was working in the desert, when he accidentally
made an incredible discovery. Just under the surface lay thousands of cat mummies. Why did the
ancient Egyptians mummify so many cats? Through this interesting nonfiction illustrated chapter
book, you will learn the answer.
2. Stewart, D., & Antram, D. (2000). You Wouldn't Want To Be An Egyptian Mummy!:
Disgusting Things You'd Rather No Know. Danbury, Connecticut: Franklin Watts.
Get ready…as a wealthy ancient Egyptian you are about to drop dead! To enter the afterlife, your
body must go through extraordinary processes to become a mummy. This illustrated nonfiction
picture book will guide you through the process of mummification.
3. Englar, M. (2009). Nefertiti of Egypt. Mankato, Minnesota: Capstone.
Fame, fortune, and glamour –what’s more fascinating than the world of royalty? More than
3,000 years ago, Queen Nefertiti ruled one of the most powerful empires in the ancient world. At
the height of her influence, she vanished from record, leading historians on a journey of
discovery that continues to the present day. This nonfiction illustrated book will capture the
mystery and essence of Nefertiti.
Related realistic or fantasy fiction picture book or chapter book:
4. Climo, S., & Heller, R. (1989). The Egyptian Cinderella. New York, New York: Crowell.
In Egypt, lived a maiden called Rhodopis. Because she is Greek and a slave, other Egyptians
scorned Rhodopis. She only has rose-red gold slippers, which flash like fireflies as she dances.
When falcon swoops down and snatches a slipper away, Rhodopis is heartbroken. How is
Rhodopis to know that the falcon has delivered her slipper to the great Pharaoh himself? She
cannot guess that the Pharaoh will search all Egypt to find the owner of the tiny shoe and make
her his queen.
5. Green, R. (2011). Tales of ancient Egypt, (3rd ed., p. 211). New York, New York: Puffin
Classics.
In this exciting chapter book of collections of great myths, you’ll encounter Amen-Ra, who
created all the creatures in the world; Isis, searching the waters for her dead husband, Osiris; the
Bennu bird and the Book of Thoth. But there are also tales told purely for pleasure, about
treasure and adventure.
6. McGraw, E. (1985). Mara, daughter of the Nile. New York, New York: Puffin Books.
A compelling story of adventure, romance, and intrigue, set in ancient Egypt. Mara is a slave
who yearns for freedom; in order to gain it, she finds herself playing the dangerous role of
double spy. Against her will, Mara finds herself falling in love with one of her masters, and she
starts to believe in his plans. This chapter book is an amazing and exciting fiction book that
shows the customs, traditions, and mystery of ancient Egypt.
7. Travis, L. (1991). Tirzah. Scottdale, Pennsylvania: Herald Press.
This chapter book is based on historical events; it retells the epic story from a slave girl’s
perspective. Tirzah and her family are slaves in Egypt. Pharaoh forces them to make mud bricks
without straw, so Tirzah cuts grass for her fathers and older brother to use. The police crack their
cruel whips to make them work harder. If only Tirzah could escape.
8. Henty, G. (2002). The Cat of Bubastes: A Tale of Ancient Egypt. Mineola, New York:
Dover.
This is a historical novel that tells the story of a young prince who becomes a slave when the
Egyptians conquer his people, and then is made a fugitive when he accidentally kills a sacred cat.
It is very eventful, engaging the reader’s attention until the very last sentence.
9. Stilton, G. (2005). Geronimo Stilton: The Mummy with no Name. New York, New York:
Scholastic.
This fiction chapter book is written through the eyes of Geronimo Stilton, the mouse. In his latest
adventure, he is summoned to the Egyptian Mouseum to help his friend, the professor, discover
the answers behind many mysteries the Mouseum is experiencing. Join Geronimo and his friends
to unlock the secrets the Mouseum holds!
10. Gregory, K. (1999). Cleopatra VII, daughter of the Nile. New York City, New York:
Scholastic.
This fiction chapter book is a diary of Cleopatra the VII. It is written through the eyes of a young
girl, living in fear of her life, and the lives of those she holds dearest. Read as she describes her
daily life and the adventures and catastrophes surrounding her in ancient Egypt.
11. His Majesty, Queen Hatshepsut (1st ed., p. 247). New York City, New York: J. B.
Lippincott.
Hatshepsut, a thirteen-year-old Egyptian princess, doesn't feet that she is entirely fortunate. She
grumbles about taking lessons with her brothers. As a princess, she will never need to be skilled
at these things. But Hatshepsut little knows what life has in store for her. She will need to know
all these things and more. By the time she is fourteen years old, she will be a wife, and shortly
thereafter, a queen. It is a fascinating historical fiction account of a determined woman who
defied extraordinary odds and ruled her people well.
Poem/s:
12. Winters, K., & Moser, B. (2003). Voices of Ancient Egypt. Washington, D.C., Maryland:
National Geographic.
Beautiful full-color illustrations and poems tell the stories of different occupations in ancient
Egypt, from the farmer to the pyramid builder, from the goldsmith to the embalmer. Based on the
latest historical research, Voices of Ancient Egypt conveys a dramatic sense of everyday life in
this multicultural civilization.
13. Bunting, E., & Christiana, D. (1997). I Am The Mummy Heb-Nefert. San Diego,
California: Harcourt Brace &.
Clad in flowing linen robes, adorned with jewels, pampered by servants, Heb-Nefert led a life of
leisure and joy with her royal husband on the banks of the Nile. Now she lies, a mummy,
encased in glass in a museum, and recalls the days of long ago. This is a beautiful poem written
through the eyes of a mummy.
Related Website
14. http://centerforstudentwork.elschools.org/projects/ancient-egypt
Section 3:
Lesson Plan
o Name: Lauren Wilson
o Unit Title: Ancient Egypt
o Content Area: Social Studies
o Grade: 6th
o Title of lesson: Queens of Ancient Egypt
o Learning objectives/ SWBAT (these should match lesson evaluations):
Students will learn about queens from Ancient Egypt and their contributions in history. Using
books from the text set and the PBS website, students will participate in classroom discussions,
competition, and complete a project illustrating what students have learned about the queens and
their impact on ancient Egyptians.
o FSS/SSS/CC Related Standards (at least one in both subject areas of SS/SC and
Rding/LA):
 SS.6.W.2.6: Determine the contributions of key figures from ancient Egypt.
 LAFS.6.W.3.7: Conduct short research projects to answer a question, drawing on
several sources and refocusing the inquiry when appropriate.
 LAFS.6.RL.1.1: Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
o Activities and procedures
1. Anticipatory Set/Opening Hook: The teacher will get the students attention by
writing on the board or overhead, “Behind every great man is a great woman.”
2. Ask students to think about the meaning of this quotation silently. After 20-30
seconds, direct students to turn to someone close by and share what they believe
the quote means. Continue by directing a short discussion about this topic using
questions such as:
 Do you agree with this statement? Why or why not?
 Can you think of some historical or modern day “great” men who are
backed by “great” women?
 Give some examples of ways that “great” women support “great” men
without interfering in their business, leadership, etc.
3. Explain to students that they will be learning more about some of Egypt's “great”
women and why they became powerful figures in ancient Egyptian society.
Introduce these powerful Egyptian queens by viewing video clips from
http://www.pbs.org/empires/egypt/index.html. Take time to discuss what was
learned about each queen from the clip.
4. After viewing the clip, have students read the information from
http://www.ancientegypt.co.uk/menu.html “Women in Power,” to learn more
detailed information about Tiy, Nefertiti, and Nefertari. This should be done in
small groups. Stress to students that they will use the information they are reading
to assist them with the next class activity. Students will take notes of information
they deem important while reading, and write it on the SQ3R sheet provided.
(Attached).
5. Students will also have access to “I am the Mummy Heb-nefert” by David
Christiana, “Nefertiti of Egypt” by Mary Englar, and “His Majesty, Queen
Hatshepsut” by Dorothy Carter. They may use these books from the reading list
for additional help and information. (By this lesson, students will have already
read the books on the three queens mentioned.)
6. Once students have learned additional details about these three queens, have them
work in pairs or small groups to develop 15 quiz questions and answers that they
can use to test the knowledge of their classmates. Questions could be multiple
choice, true/false, fill in the blank, or short answer questions. Provide each group
with 15 index cards for recording their group's questions and answers. Allow
students access to the “Women in Power” feature to ensure that questions and
answers are accurate.
7. Once each group has completed its questions, have groups compete against one
another to test their knowledge about these three influential Egyptian queens.
Have teams keep track of the number of questions each side answers correctly.
Play at least two rounds to allow students to demonstrate and build their
knowledge about the three queens and why they were so important in ancient
Egyptian history. Collect each team’s questions so you can check the answers for
accuracy.
8. Instruct students about the activity they will be completing at home. The final
activity will have individual students compare one of the three queens - Nefertiti,
Tiy, or Nefertari - to Hatshepsut. In what ways were these women similar, and
how were they different? Create a graphic organizer, collage, or some other visual
representation that compares and contrasts one of the queens with the Hatshepsut
during her reign as pharaoh.
9. Review/Summary: After teams have competed, facilitate a class discussion using
questions such as:
 How did Nerfertiti, Tiy, and Nefertari demonstrate support for their
husbands, the pharaohs?
 How did the various pharaohs show that they appreciated the support and
love of their chief wives, Nefertiti, Tiy, and Nefertari?
 In what ways were these women different than previous chief queens?
How were they the same?
 At a time when the women of the world were not typically in positions of
power or seen as equal to men, why do you think the Egyptians decided to
raise the status of these three women and women in general?
 In your opinion, how much influence did Nefertiti, Tiy, and Nefertari have
on the way their husbands ruled as pharaohs? Were their influences
positive or negative? Explain your answer using specific examples.
o Evaluation/assessment

Students will be evaluated through teacher observations of discussions and
activities. Students will also write 15 quiz cards with 100% accuracy.
o Resources and materials

15 Note Cards

http://www.ancientegypt.co.uk/menu.html

http://www.pbs.org/empires/egypt/index.html.

http://www.touregypt.net/historicalessays/nefertari.htm

http://www.kingtutone.com/queens/nefertari/

Books from text set: “I am the Mummy Heb-nefert” by David Christiana,
“Nefertiti of Egypt” by Mary Englar, and “His Majesty, Queen Hatshepsut” by
Dorothy Carter
Computer with internet access

o ESE and EL Accommodations



ELL students will work with shoulder partners and in small groups on all
activities.
Students will have access to pictures of Egyptian queens covered in lesson, (found
on website)
Students will be given additional wait time during questioning and additional time
during activities

Use of graphic organizers
o Cite reference if not original lesson

www.cpalms.org

www.pbs.org
Culminating Activity:
Students will be assigned a letter of the alphabet. Using that letter, students will research and
write a 1-2 page report/informational essay and a drawing of a subject related to Ancient Egypt,
(example: P is for Pharaoh), that will be placed in a class alphabet book. Students will present
their work to the class before collecting reports and publishing class book. Students may use
websites, or any of the unit text set books to complete this activity.
Name ___________________________
Date ____________________
SQ3R Chart
Title of Work: _______________________
Survey: Record important titles and subtitles from work.
____________________________________
____________________________________
Question: Write "Who, What, When, Where, and Why" questions from main topics.
____________________________________
____________________________________
Read: Write answers to questions from above.
____________________________________
____________________________________
Recite: Record key facts and phrases as needed for each question.
____________________________________
____________________________________
Review:
Create a summary paragraph for each question.
____________________________________
____________________________________
©This printable graphic organizer is from www.teach-nology.com