Download Ancient Egypt Emily DeVries

„Walk like an Egyptian‟:
Ancient Egypt
Emily DeVries
th
6 Grade
Social Studies
Thematic Statement:
Ancient Egypt represents one of the first successful beginning civilizations to rise to
power. By studying their strategies and geography, students will know the important elements
behind building a successful civilization. Students will understand the difficult work it has taken
to advance civilizations from the B.C period until A.D 2011. Students will see similarities and
differences between the Ancient Egyptian culture and their own. Students will learn from
Egyptians‟ success stories, but they will also learn from Egyptians‟ disaster stories. All people
should be well rehearsed in the history of ancient cultures to keep repeat mistakes from
happening again. Finally, it is important for students to understand the Ancient Egyptian culture
since the Israelites of the Bible dealt with the Egyptians for extended periods of time. This unit
supplies students with context and background that will show up in a variety of other subjects.
This Ancient Egyptian unit also fits perfectly with our Christian faith. Keeping the
“Creation, Fall, Redemption” schema in mind, the unit contains each component. Students will
understand that the Lord created Egypt—and he created it very well. The Nile flourished the
area and the Egyptians were one of the most bountiful, blessed nations on earth. However,
absorbed in their own powers and abilities, the Egyptians fell. They worshipped a variety of
gods and sinned against the one true God. They treated people unfairly (specifically God‟s
people at one point)! Despite their sin and rejection of the Lord, God used them to work his
purposes. Many important inventions and ideas have come from the Egyptian civilization. God
also saved his people from the Egyptian people—even when it seemed impossible!
Outline/Table of Contents
Lesson One: The heart of Egypt: The Nile River
Lesson Two: The Main Players
Lesson Three: The Old Kingdom
Lesson Four: The Middle Kingdom
Lesson Five: The New Kingdom
Lesson Six: Mummies, pyramids, and more—diving into the details of Ancient Egypt
Major Concepts Taught in this Unit:
Students will understand more in depth about the Ancient Egyptian culture.
Students will be able to compare Ancient Egyptian ways to American society today.
Students will know the major elements of the Old, Middle, and New Kingdoms.
Students will appreciate the work it took to build a powerful nation.
Iowa Core Curriculum Standards: (As addressed throughout the unit)
1. Students will understand how geographic and human characteristics create culture and
define regions.
2. Students will understand how and why people create, maintain, or change systems of
power, authority, and governance.
3. Students will understand effects of geographic factors on historical events.
4. Students will understand the role of individuals and groups within a society as promoters
of change and status quo.
5. Students will understand how laws are and were established.
Assessment Strategies:
Pre-Assessment: KWL Chart
Students will be assessed at the beginning of this Ancient Egypt unit through the use of a
KWL Chart. Students will fill out the K (Know) and W (Want to know) at the beginning of the
first class period. This information will be taken into account and used to alter lesson plans as
needed.
Post-Assessment: KWL Chart, Pharaoh Project, and Final Test
Students will fill out the final section of their KWL chart. They will have 5-10 minutes
to write about „what they learned‟ through this unit on Ancient Egypt. They also are working on
a Pharaoh Project throughout the unit. This project/presentation will be graded at the end of the
unit; this assessment does not cover the whole unit. However, it does go into depth on one of the
major characters of the Ancient Egyptian scene: the pharaohs. Therefore, it is a good project for
students to complete. Finally, students will take a test. This test, made mainly by myself, will
focus on „big picture‟ questions rather than „specific details‟. Instead of questions like “What
Kingdom did Tutankhamen reign during?” students will be asked to answer things like, “How
did Hatshepsut change Ancient Egypt?” These questions will not be surprises; they will be
completely based off the work that took place in class. The KWL Chart, Pharaoh Project, and
the final test will help accurately gauge student learning and progress.
LESSON ONE
Social Studies Lesson Plan Template - - H. Van Brummelen, based on work by Bernice
McCarthy (1997, 2005) and David Kolb (1984): 4 Phase Learning Cycle
Grade Level: 6th
One Class Period or More than one? One
Unit topic: Ancient Egypt
Curriculum standards tied to this lesson:
(1) Students will understand how geographic and human characteristics create culture and
define regions.
(3) Students will understand effects of geographic factors on historical events.
Intended learning outcomes (to know, to do, to create, to value) aka Goals & Objectives:
Students will understand the importance of the Nile River to Ancient Egypt.
Students will know new vocabulary related to the Nile River.
Students will be able to draw a map of Egypt and the area surrounding the Nile River.
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
_X_ Focused questions (rapidfire)
___ Interview/Conference
_X_ Other (explain): Students will
draw a map of Egypt focused
around the Nile
Materials/preparation: YouTube Access, KWL Chart, computers with internet access, textbooks,
Egypt map handout, Chapter Vocabulary worksheet, Nile Banner
Curriculum text: Harcourt Social Studies Grade 6
Introduction: #1-Setting the stage: Engaging, motivating, experiencing, connecting with prior
knowledge, reflecting, conjecturing posing problems
-Play “Walk like an Egyptian” as students walk into the classroom
-Have students fill out “KWL” chart once they get to their seats
-Direct students to first fill out the “Know” section of chart. Answer: “What do you already know
about Ancient Egypt?”
-Second, direct students to fill out the “Want to know” section of the chart. Answer: “What do you
want to know about Ancient Egypt? What interests you?
-Once students have completed both sections, have them hand the sheets in. Remind them they
will fill out the “Learned” section at the close of this unit.
Guided Learning Steps: #2-Disclosing: Acquiring knowledge/skills, conceptualizing, developing,
understanding, integrating
-Explain to students that in 3500 B.C., Egypt was just developing into a civilization. The Nile River,
which ran through the country, was a vital instrument to their developing.
-Each student will go to a computer. Here, they will research the Nile River. Each student, in their
notes, should come up with 5 important facts about the Nile River. These 5 facts can be anything
having to do with the Nile River.
-Once everyone has 5 important/interesting facts, draw the classroom back together and discuss
our findings. Each student will share one of their facts about the Nile River to be written on the
whiteboard. There may be repeats…that’s okay.
-After discussion on the main facts of the Nile, keep the class list on the whiteboard to compare
with the next step.
-Hand out vocabulary sheet for the chapter—have students read through the words on their own.
-As a class, read through page 135 of the text
-Add new facts to the class whiteboard list as needed about the Nile River.
#3-Practicing, reinforcing: Modeling, giving instructions, checking for understanding, guided
practice, independent practice, applying, posing and solving problems
-Split students into groups of three. Each group will be assigned one of the vocabulary words from
page 135 (delta, cataracts, or arid). To help remember the definition of each word, each group will
have to come up with a definition of the word in their own words, a drawing of the word, and an
action with their hands to remember the word.
-Once each group has their three ‘definitions’, use jigsaw to send each word to another group.
Rotate.
-Next, hand out the Egypt map handout. Students should follow directions to complete the map
with all necessary labels, colors, and descriptions. Direct them back to page 135 of their text for
information. Work should be done neatly.
#4-Transcending: Summing up, closure, responding, creating, performing, committing, evaluating
-Rapid Fire! (Teacher asks questions, students blurt out answers as soon as they know the answer)
1. What is a delta?
2. What is arid?
3. What are cataracts?
4. About how many miles long is the Nile?
5. Why was the Nile so important to Egyptians?
6. What did the Egyptians consider the Nile?
Modifications: How will you change the lesson to meet the needs of individual students?
When we’re reading from the text, the student should follow along with their finger. Also,
when working on the map, the student will be allowed to work with another person.
___ Increase time, space, amount
___ Scribe
___ Decrease
___ Oral explanation
___ Include visuals
___ Use manipulatives
___ Change
___ Extend
_X_ Peer/tutor/partner
___ Other
Who will require lesson modifications?
-A student with a reading disability
Personal notes/reminders/homework:
-Remember to read through KWL charts in order to plan/change the Unit lessons according to students’ responses
-If students did not finish their maps in class, assign them to finish them at home
-Students should also read pages 136-139 on their own and answer questions 1-4 to be turned in the next day.
Post-lesson reflections:
LESSON TWO
Social Studies Lesson Plan Template - - H. Van Brummelen, based on work by Bernice
McCarthy (1997, 2005) and David Kolb (1984): 4 Phase Learning Cycle
Grade Level: 6th
One Class Period or More than one?
One long period/2 class periods
Unit topic: Ancient Egypt
Curriculum standards tied to this lesson:
2. Students will understand how and why people create, maintain, or change systems of
power, authority, and governance.
4. Students will understand the role of individuals and groups within a society as promoters of
change and status quo.
Intended learning outcomes (to know, to do, to create, to value) aka Goals & Objectives:
-Students will understand what it would have been like to live in Ancient Egypt.
-Students will know the different classes of people in Ancient Egypt.
-Students will know some of the most famous leaders of Ancient Egypt.
-Students will understand more of the history/people that played large roles in forming Egypt.
Assessment strategies: How will you assess attainment of the intended learning outcomes?
_X_ Observation
___ Rubric
___ Peer Assessment
_X_ Work samples/portfolio
_X_ Presentation or performance
(not graded in this specific class
period, but students start work on
a project that will be presented)
___ Self-assessment
___ Anecdotal notes
___ Learning log/journal
___ Interview/Conference
___ Other (explain):
___ Focused questions
Materials/preparation: Note-cards on every student’s desk at the beginning of class, “A Day in
the Life” Scavenger Handout, Computers with Internet Access for each student,
http://www.pbs.org/empires/egypt/special/lifeas/index.html, The world of the Pharaoh by Anne
Millard
Curriculum text: Harcourt Social Studies, Grade 6
Introduction: #1-Setting the stage: Engaging, motivating, experiencing, connecting with prior
knowledge, reflecting, conjecturing posing problems
-Bell-ringer question(s): (Taken from students’ text, pg 139): “What were some of the most
important advances in Egypt that allowed the early farming villages along the Nile to grow into an
advanced civilization?”
-Once students have answered that review question, direct students to flip their card over and
answer the following bell-ringer question: “What is social class?”
-Have students bring their note-card to teacher desk when finished with both.
Guided Learning Steps: #2-Disclosing: Acquiring knowledge/skills, conceptualizing, developing,
understanding, integrating
-Class discussion about their definitions of social class. Relate these definitions to the fact that
Egypt also had a very structured hierarchy of different classes of people.
-Send students to computers and give each student the “Day in the life” Scavenger handout
-Provide them with the link address: http://www.pbs.org/empires/egypt/special/lifeas/index.html
and have each student use the tabs to explore the life of each person in Ancient Egypt—recording
information on their scavenger hunt sheet (This will probably take at least 25 minutes)
-Class discussion: Teacher asks questions: What does this information tell you about the Ancient
Egyptian structures? Who would you least have wanted to be? Keep in mind, that the Israelite
people were even lower than these classes because they were slaves. Who holds the power in
Ancient Egypt?
-Class Read Aloud time with the book: “The world of the Pharaoh” by Anne Millard; read this book
to students so they can really begin to understand the role of the pharaohs.
#3-Practicing, reinforcing: Modeling, giving instructions, checking for understanding, guided
practice, independent practice, applying, posing and solving problems
-Assign students into pairs. Each pair should be assigned a name of a famous Pharaoh (Ahmose,
Hatshepsut, Tuthomosis III, Amenhotep III, Akenhaten, Tutenkhamen, or Ramesses II). Give each
pair the “Project details” handout. Once directions have been explained and questions answered
about the Pharaoh project, send students back to the computers to begin research on their
Pharaoh.
#4-Transcending: Summing up, closure, responding, creating, performing, committing, evaluating
-Drop Everything and Write: With 10 minutes left in class, have each student take out a sheet of
paper. In the first 5 minutes, students should write a diary entry from the perspective of someone
living in Egypt—they could be a Pharaoh, or they could be a woman of society. They should write
about their day (using the information they learned earlier in today’s lesson). In the second 5
minutes, students should write in response to this question: “The social structure of Egypt was very
set—each person knew where they were in ‘standing’. However, this made many people feel lowly
and worthless. Instead of this rigid structure, how else could the Egyptians have run their country?
How does the United States run the country today? Do we have set social classes?”
Modifications: How will you change the lesson to meet the needs of individual students?
This lesson requires quite a bit of writing (the introductory activity and closing activity). Therefore,
the student with the writing disability will be allowed to have a helper write down his/her thoughts
for them. Otherwise, this student could also leave the room and use a program where he/she
speaks and the computer types the words.
___ Increase time, space, amount
_X_ Scribe
___ Decrease
___ Oral explanation
___ Change
___ Peer/tutor/partner
___ Include visuals
___ Use manipulatives
___ Extend
___ Other
Who will require lesson modifications?
A student with a writing disability
Personal notes/reminders/homework:
-Students should read pages 142-147 in preparation for the next class. Tell students there will be a quiz
on this information when they come to class the next day.
-With this new section, they should continue to fill in their vocabulary sheets with any new vocabulary that is
introduced in this chapter.
Post-lesson reflections:
LESSON THREE
Social Studies Lesson Plan Template - - H. Van Brummelen, based on work by Bernice
McCarthy (1997, 2005) and David Kolb (1984): 4 Phase Learning Cycle
Grade Level: 6th
One Class Period or More than one? One
Unit topic: Ancient Egypt
Curriculum standards tied to this lesson:
2. Students will understand how and why people create, maintain, or change systems of
power, authority, and governance.
4. Students will understand the role of individuals and groups within a society as
promoters of change and status quo.
5. Students will understand how laws are and were established.
Intended learning outcomes (to know, to do, to create, to value) aka Goals & Objectives:
Students will understand the importance of the unifying of the kingdom.
Students will be able to write in their own form of hieroglyphics.
Students will know the important events of the Old Kingdom—the building of pyramids, the introduction
of hieroglyphics, the use of the Nile, and the establishment of rulers.
Assessment strategies: How will you assess attainment of the intended learning outcomes?
_X_ Observation
___ Rubric
___ Peer Assessment
_X_ Work samples/portfolio
_X_ Presentation or performance
___ Self-assessment
___ Anecdotal notes
___ Learning log/journal
___ Focused questions
___ Interview/Conference
_X_ Other (explain): Opening
quiz: covers text information
Materials/preparation: Timeline Banner, Chapter 2 Quiz, paper and pens for Hieroglyphics
activity, sugar cubes, poster board for Pyramid Building activity,
Curriculum text: Harcourt Social Studies-Grade 6
Introduction: #1-Setting the stage: Engaging, motivating, experiencing, connecting with prior
knowledge, reflecting, conjecturing posing problems
-Explain to students that the era of Ancient Egypt has been broken into three main sections: The
Old, Middle, and New Kingdom. To help student remember these three and the major events with
it, bring in the Timeline banner. The banner is just a timeline—written on a large banner to be hung
at writing level on a classroom wall. From this, transition into discussion about students’ reading
assignment for the day.
-Teacher led discussion (basically a review for the next step, the quiz): How did people view the
rulers? What major inventions changed society forever? What new vocabulary did we learn in this
chapter? How did the ruler create unity in the kingdom (these weren’t necessarily ‘nice’ ways)?
-Hand out the Quiz on Chapter 2 (their reading assignment from last night). When students are
finished, have them bring it to your desk.
Guided Learning Steps: #2-Disclosing: Acquiring knowledge/skills, conceptualizing, developing,
understanding, integrating
-Class discussion (for lead in to the next activity…): Teacher asks, “So, now that you’re all experts on
the Old Kingdom of Egypt…who held all the power?” “What did he do with that power?” Once
students have responded with ‘the king’ and ‘built pyramids, shaped the government how he
wanted to, changed the economy, etc… begin the next activity.
-Class simulation Activity: First, enter all students’ names into a hat. Draw one name to become
“the king of the Old Kingdom”. With the remaining students, split them in half; one group goes to a
station on the right side of the room, the other to a station on the left side of the room.
 One group will be scribes in the Ancient Kingdom. There assignment will be lying on the
table when they get to their section. Basically, they will be required to create a form of
hieroglyphics. Together, these hieroglyphics should make sense and not take TOO long to
write. When they have come up with a few symbols, students will have to write, “Our ruler
is in control. We will listen and obey his orders.”
 The second group will be the workers in the Ancient Kingdom. As a group, the workers
must draw a template of their pyramid design on a large poster sheet of paper. Some of
the workers must decided what kind of materials to use to build the pyramids—gold? Mud
bricks? Limestone? Rocks? And why will you use these materials? Some of the other
builders should decide which valuables and treasures to include in the pyramids. These
answers should be written on a separate sheet of paper. Finally, there will be sugar cubes
setting on the table. The workers should try, in the time available, to build the pyramid
they designed on the poster sheet of paper. This pyramid should be built as a team—and
must be shape perfectly and precisely for the ruler’s inspection.
 The King of Egypt has an entirely different task. First, he/she will meet with the teacher
and outline three rules that he/she wants in place for unity in his kingdom. He/she will
write these rules on a large poster-board to be hung on the wall. Possible rules, “Men and
women should not speak”, “Nod your head every time I walk near”, “Refer to the ruler
always as King”, etc. Then, the king has the task of checking on his workers. However, he
will make their tasks more difficult yet. At the scribes station he will say, “Now, you may
only write using your opposite hand.” When the students complain, the ruler will say, “I
am the ruler. You must obey.” At the pyramid builders station, the ruler will say, “You may
only place one block at a time—taking turns.”
Once students have had a long enough time at these sections, switch them so the pyramid builders
are scribes and the scribes are pyramid builders. Also draw a new name for the king.
 Repeat the exercise, students will start at their jobs according to the descriptions at the
station. The ruler, this time will also write three rules and post them on the wall—right
next to the old ruler’s rules. When the King walks to the groups this time he will tell the
scribes, “Those hieroglyphics make no sense. Start over.” He/she will then walk over to
the pyramid builders and say, “This pyramid looks wonderful. However, I want three.
Get them done.”
Again give students a long enough time at these stations before concluding the activity.
#3-Practicing, reinforcing: Modeling, giving instructions, checking for understanding, guided practice,
independent practice, applying, posing and solving problems
-Class discussion to answer to the following questions:
 How did it feel being a worker/scribe? How did it feel when the ruler got to have all the
control?
 Do you think these extreme conditions were necessary in keeping the nation united?
 How did it feel being the Ruler—making the rules, being in complete charge?
-Teacher now gives instructions for final project. Split the class into four groups. Each group will be
given a sheet of paper labeled either: uniting the kingdom, creating hieroglyphics, building a mummy,
or the Nile. Explain to students in each group that they will be creating a skit on the topic assigned to
them. Each sheet will have more directions about words/ideas that must be included in the skit in
order to receive full points. Students will have 20 minutes to plan/research their topic and skit.
Suggest students to return to their book for more information, or have a site like
http://www.woodlands-junior.kent.sch.uk/Homework/egypt/mummies.htm ready for students to
use for some basic information.
#4-Transcending: Summing up, closure, responding, creating, performing, committing, evaluating
-Students will present their plays to the rest of the class. After each skit, talk about the major ideas
of the skit and if the ideas were presented clearly and accurately.
-As a class, we will add three major elements of the Old Kingdom to our timeline banner (for
example, the development of papyrus and hieroglyphics, the uniting of the kingdom, the building of
the first pyramids…) The student who think of each one will be allowed to write it on the banner
with marker.
Modifications: How will you change the lesson to meet the needs of individual students?
During the 2nd learning activity (disclosing), it may be easy for a student with ADHD to get
distracted and lose focus. Therefore, ask a specific student beforehand to work closely with the
student with this behavioral problem.
___ Increase time, space, amount
___ Scribe
___ Decrease
___ Oral explanation
___ Change
_X_ Peer/tutor/partner
___ Include visuals
___ Use manipulatives
___ Extend
___ Other
Who will require lesson modifications?
A student with ADHD
Personal notes/reminders/homework:
-Remind students to continue working on their Pharaoh Projects (assigned in Lesson 2)
-Have students read pages 150-154. While reading these pages, they should continue to fill out their vocabulary
worksheet. They should also consider the following question while reading: “What was different during the Middle
Kingdom compared to the Old Kingdom?” The answers they find can just be written in their notes.
Post-lesson reflections:
LESSON FOUR
Social Studies Lesson Plan Template - - H. Van Brummelen, based on work by Bernice
McCarthy (1997, 2005) and David Kolb (1984): 4 Phase Learning Cycle
Grade Level: 6th
One Class Period or More than one? One
Unit topic: Ancient Egypt
Curriculum standards tied to this lesson:
6. Students will understand how geographic and human characteristics create culture and
define regions.
Intended learning outcomes (to know, to do, to create, to value) aka Goals & Objectives:
-Students will know the important events of the Middle Kingdom of Egypt.
-Students will understand the importance of ‘good’ rulers—specifically Hatshepsut.
-Students will appreciate Ancient Egyptian artwork.
Assessment strategies: How will you assess attainment of the intended learning outcomes?
_X_ Observation
___ Rubric
___ Peer Assessment
_X_ Work samples/portfolio
___ Presentation or performance
___ Self-assessment
___ Anecdotal notes
___ Learning log/journal
_X_ Focused questions
___ Interview/Conference
___ Other (explain):
Materials/preparation: Four examples of Ancient Egyptian Art hung up around classroom in four
different areas, Middle Kingdom worksheet (Harcourt workbook page 40), white paper for
Hatshepsut activity
Curriculum text: Harcourt Social Studies-Grade 6
Introduction: #1-Setting the stage: Engaging, motivating, experiencing, connecting with prior
knowledge, reflecting, conjecturing posing problems
-Egyptian Art—what is going on? Activity
 When students walk in to the classroom, the four art examples should be hung around the
room.
 Explain/discuss how art and literature became more important during the Middle
Kingdom.
 Break students up into four groups. Send each group to one piece of art. Students will
have 2 minutes at each picture to try and decide what’s going on in the picture. They
should think about what can be learned from the artwork. They will discuss these ideas
with their group at each station.
Guided Learning Steps: #2-Disclosing: Acquiring knowledge/skills, conceptualizing, developing,
understanding, integrating
-Summarizing Activity: At this point, assign each student a partner to work with. Have them take
out their textbooks and together create an outline of the chapter they read. They should be trying
to summarize the main ideas.
-Once each pair has gone through and gotten a pretty good summary/outline of the chapter, have
them combine with one other pair to compare their results. What do they have that is similar?
What do they have different?
-Understanding Hatshepsut: As a class, read page 155 of the text book.
#3-Practicing, reinforcing: Modeling, giving instructions, checking for understanding, guided
practice, independent practice, applying, posing and solving problems
-Hatshepsut Activity: Give each student a blank sheet of paper. On one side, students should draw
a picture of Queen Hatshepsut (refer to picture on page 155). On the other side, students should
write an answer to the following question: “How did Queen Hatshepsut change ancient Egypt?”
-Open Question time. Stop everything and just allow students to ask questions. Are they confused
about anything still? What needs clarification?
-Hand out worksheet on the Middle Kingdom. Each student should complete this worksheet on
their own. Direct students to fill out as many blanks as possible and then refer to the text when
they need extra help.
#4-Transcending: Summing up, closure, responding, creating, performing, committing, evaluating
-Split students into groups of four. Students will present their pictures and back answers from the
Hatshepsut activity to their group.
-As a class, we will work on our banner timeline—adding three major events/changes that took
place during the Middle Kingdom of Egypt. Remind students to think about some of the main
things we focused on in class today…
Modifications: How will you change the lesson to meet the needs of individual students?
There are quite a few pieces to this lesson; therefore, some students may not be able to finish
assignments in the time allowed. The Middle Kingdom worksheet, for example, will not be due
at the end of class. This student will be allowed extra time and assistance on completing it.
_X_ Increase time, space, amount
___ Scribe
___ Decrease
___ Oral explanation
___ Change
___ Peer/tutor/partner
___ Include visuals
___ Use manipulatives
___ Extend
___ Other
Who will require lesson modifications?
A student with a reading/writing disability
Personal notes/reminders/homework:
-Remind student to continue work on their Pharaoh Project. They should be prepared to share a few facts about their
Pharaoh in class tomorrow.
-Have students read pages 158-163. Remind them to continue filling out the vocabulary worksheet.
Post-lesson reflections:
LESSON FIVE
Social Studies Lesson Plan Template - - H. Van Brummelen, based on work by Bernice
McCarthy (1997, 2005) and David Kolb (1984): 4 Phase Learning Cycle
Grade Level: 6th
One Class Period or More than one? One
Unit topic: Ancient Egypt
Curriculum standards tied to this lesson:
2. Students will understand how and why people create, maintain, or change systems of
power, authority, and governance.
4. Students will understand the role of individuals and groups within a society as
promoters of change and status quo.
Intended learning outcomes (to know, to do, to create, to value) aka Goals & Objectives:
Students will understand the importance of religion to a society.
Students will be able to compare Egypt’s religion with our Christian religion today.
Assessment strategies: How will you assess attainment of the intended learning outcomes?
_X_ Observation
___ Rubric
___ Peer Assessment
_X_ Work samples/portfolio
_X_ Presentation or performance
___ Self-assessment
___ Anecdotal notes
___ Learning log/journal
_X_ Focused questions
___ Interview/Conference
___ Other (explain):
Materials/preparation: Note-cards for bell-ringer, Jeopardy Smart-board lesson presentation,
Computers/Internet Access for each student, blank paper and creative supplies for activity #3,
Curriculum text: Harcourt Social Studies—Grade 6
Introduction: #1-Setting the stage: Engaging, motivating, experiencing, connecting with prior
knowledge, reflecting, conjecturing posing problems
Bell-ringer question: So far in this unit, what is your opinion of the Ancient Egyptians? Were they
inventive, smart, cruel, organized, etc? Write for 5 minutes about this topic. You also may want to
include a Christian perspective in your paper.
JEOPARDY REVIEW! Activity: Split students into two teams. Have students answer questions about
the unit so far.
Guided Learning Steps: #2-Disclosing: Acquiring knowledge/skills, conceptualizing, developing,
understanding, integrating
Student ‘Presentations’: Each student will come to the class and share a few interesting facts about
their Pharaoh that they studied. The other students should take notes on this information
presented by their classmates.
Class discussion: Teacher will open with questions such as: “During the new kingdom, there was a
dramatic switch in religion. What was that all about?” “Why do you think they switched to this
worship of just one god?” “Why did they switch back to multiple gods?”
#3-Practicing, reinforcing: Modeling, giving instructions, checking for understanding, guided
practice, independent practice, applying, posing and solving problems
Therefore, a large part of the new kingdom was the focus on gods (although these gods were
important throughout the entire history of Ancient Egypt).
-Direct students to move to the computers. Have them open a webpage up to the site
http://www.ancientegypt.co.uk/gods/explore/main.html. Give them 5-10 minutes to click through
and read about some of the interesting Ancient Egyptian gods.
-Once students have explored for awhile, number students off (1-however many students are in the
class). Then, have each student click on the god that corresponds with their number. They will
draw this god on a blank sheet of paper—paying attention to detail and coloring. They should also
write the major facts of the god on the bottom of their picture. These pictures will be hung on the
wall.
#4-Transcending: Summing up, closure, responding, creating, performing, committing, evaluating
-As a class, we will put 3 major events/changes that occurred during the New Kingdom on to our
timeline banner on the wall.
-Each student will present their god to a group of 4-5 other students.
-As a class we will discuss, “How did these gods influence and shape Ancient Egyptian society during
the New Kingdom?”
-Students can begin on their homework assignment: Writing a one-page double spaced document
on the differences between ancient Egyptian gods and our one, true God. Students will answer
questions such as: “What differences do you see between the Egyptian gods and our God?” “What
similarities do you see?” “How do we live differently because we serve our God?” “Do we serve
our God in different ways than the Ancient Egyptians served theirs?” Students can use other
websites and their text for help on this essay.
Modifications: How will you change the lesson to meet the needs of individual students?
The final assignment of the day (to write a one page paper about the gods of Ancient Egypt and
our one true God will be changed. Instead of a one page double spaced paper, this student will be
allowed to write their paper using bullets. Their length requirement will also be ¾ of a page.
___ Increase time, space, amount
___ Scribe
___ Include visuals
_X_ Decrease
___ Oral explanation
___ Change
___ Peer/tutor/partner
___ Use manipulatives
___ Extend
___ Other
Who will require lesson modifications?
A student with a learning disability and/or a student with a physical disability that hampers his/her ability to
type on a computer.
Personal notes/reminders/homework:
-Remind students to finalize their Pharaoh projects
-Remind students to work on their one page ‘gods’ assignment from today.
Post-lesson reflections:
LESSON SIX
Social Studies Lesson Plan Template - - H. Van Brummelen, based on work by Bernice
McCarthy (1997, 2005) and David Kolb (1984): 4 Phase Learning Cycle
Grade Level: 6th
One Class Period or More than one? One
Unit topic: Ancient Egypt
Curriculum standards tied to this lesson:
1. Students will understand how geographic and human characteristics create culture and
define regions.
Intended learning outcomes (to know, to do, to create, to value) aka Goals & Objectives:
Students will understand in more depth the culture of Ancient Egypt.
Assessment strategies: How will you assess attainment of the intended learning outcomes?
_X_ Observation
___ Rubric
___ Peer Assessment
_X_ Work samples/portfolio
___ Presentation or performance
_ _ Self-assessment
___ Anecdotal notes
___ Learning log/journal
___ Focused questions
___ Interview/Conference
___ Other (explain):
Materials/preparation: You-tube link/soundtrack for “Walk like an Egyptian”, Vocabulary
definitions, Blank Bingo sheets, manipulatives to cover bingo squares, ‘Station’ materials: station
directions for each station, clay, toilet paper, oranges, spray bottles, perfumes, paper, glue,
colored sands, made up ‘salt clay’, paints, cardboard pieces, KWL Chart, review sheet for test,
parent volunteers/helpers?
Curriculum text: Harcourt Social Studies-Grade 6
Introduction: #1-Setting the stage: Engaging, motivating, experiencing, connecting with prior
knowledge, reflecting, conjecturing posing problems
-Walk like an Egyptian practice! Play the song for students and have everyone get up and walk
around the room like an Egyptian.
-Have students take out Vocabulary sheets from the chapter and review the words together. Then,
give each student a blank “bingo” sheet and have them fill the squares with words from their
vocabulary sheet. Also give them manipulatives to use to cover the squares of the words that are
read off. Then, using definitions (as provided in the text), read definitions of the words and have
students compete for bingos!
Guided Learning Steps: #2-Disclosing: Acquiring knowledge/skills, conceptualizing, developing,
understanding, integrating
-As a class, we will take a look at our timeline banner. What seem to be the major trends/elements
of the Ancient Egyptian society? (Possible answers: gods, artwork, pyramids, the Nile river,
pharaohs, workers, etc…) How did they represent Egypt’s culture?
-Class Discussion: How do these common trends compare to our society today?
-Break class into groups of four and each group focus on one of the following: 1) Religion in
America, 2)Art in America, 3)Construction/buildings in America, 4)Geographic Setting of America,
5)Social classes in America. Provide this example for students to understand the assignment: “For
example, if your topic is Construction/buildings in America think about the homes Americans live in.
Also think about our famous buildings. What do these things say about us?” Give students 5-10
minutes to come up with specific examples and reasoning behind their ideas.
-Class Discussion: Ask each group to talk about their ideas
-Talk about how these characteristics define America just like they did for Ancient Egyptians so
long ago.
#3-Practicing, reinforcing: Modeling, giving instructions, checking for understanding, guided
practice, independent practice, applying, posing and solving problems
Since these types of things were very important in defining culture, students will now have a
chance to practice some in a fun light. Set up 3 stations around the room (before class starts).
-Break students up into three groups. Send one group to each station. Students will be at each
station for 20 minutes and then rotate on to the next station. (Warning: Stations could get messy,
having parent volunteers on hand may definitely be a good idea for this day…)
Station One: Embalm your own Mummy!
-Detailed instructions will be at this station. Students will ‘mummify’ a small orange. The process
will involve toilet papering, scenting, wetting, toilet papering again, then covering this mummy with
clay for a case. The cases should be decorated using tooth picks to carve out designs.
Station Two: Pyramid Art!
-Detailed instructions will be at this station. Students will draw with a pencil, a pyramid set in
Egypt. On this pyramid they will also draw artwork that might have been found on the walls.
Instead of coloring these things in, students will use glue and sand to create a picture of the
pyramid made with sand. Since the pyramid was in the dusty, sandy desert, this helps us get an
idea of what the texture of the pyramids may have felt like.
Station Three: Designing a Map of Egypt!
-Detailed Instructions will be at the table: Using the made up ‘sand clay’, students will design their
own map of Egypt on a small piece of cardboard. Students should make it realistic as possible.
Refer them to the textbook for specific things that could be placed on the map. Once students
have shaped the geographical features, have paint of hand for them to color the clay according to
the geographic features. (IE: The Nile River would be painted blue…)
#4-Transcending: Summing up, closure, responding, creating, performing, committing, evaluating
-As a class, clean everything up. Then, walk around and admire the creative work done by students.
-Have students return to their desks. Turn the timeline banner over and ask students to try and
recreate it in their notes.
-Finally, give students their unfinished KWL charts. Have them fill in the final section, the “L” part.
Allow them to write on this for at least 5 minutes.
-Remind students of their upcoming due assignments (Pharaoh project/presentation and the gods
essay)
-Tell students of the upcoming test—give them the review sheet
-Finally, play “Walk like an Egyptian” one last time and take a picture with the entire class by one of
the many wonderful creations created through this unit.
Modifications: How will you change the lesson to meet the needs of individual students?
This lesson is very creative; students are working on their own at stations. Therefore, a student
with autism might struggle in this ‘unorganized’ setting. To ensure that they learn and enjoy the
lesson, ensure that someone is always nearby to assist and help this student. It could be another
caring student, or it could be a parent on hand.
___ Increase time, space, amount
___ Scribe
___ Decrease
___ Oral explanation
___ Change
_X_ Peer/tutor/partner
___ Include visuals
___ Use manipulatives
___ Extend
___ Other
Who will require lesson modifications?
A student with Autism
Personal notes/reminders/homework:
-Remind students that both their Pharaoh Presentations and their “god” essays will be due the next week.
-Remind students to study for the upcoming test
Post Lesson Reflection:
EGYPT: Finish the map! (For help, look at page 135 in your text)
You must include the following:
The Nile River
Cataracts
Arid Desert
Delta
The Length of the Nile
Then: #1. Shade the area around the Nile #2. What is this area called? Label it. #3. Color the arid desert a light brown.
#4. Label at least 3 important cities in Egypt (you might have to do some research for this one)
Answer these questions: The Nile, to Ancient Egyptians was _____________________________. What’s another name
you could use for this description? ___________________________________
Pharaoh Project
For this project, you and your partner will be researching one of the
main Pharaohs of Ancient Egypt. You are going to be an expert on your
Pharaoh after the research; therefore, you will be presenting your
information to the rest of your classmates.
You must have:
 A one page, double spaced paper about your Pharaoh
-Your paper should focus on the changes that your Pharaoh
brought to the Egyptian society. What made your specific
Pharaoh unique?
 A visual aid (this could be a variety of things…)
o Powerpoint
o Poster
o Model/Diorama
o Anything creative (run it by me first though..)
You will have class time to work on this project but remember it is due
on November 30.
I will hand a rubric out soon for you to look at for requirements
necessary.
Name: _______________________________________________________
Date:___________________
A Day in the Life Scavenger Hunt
Directions: Use content from the Egyptian Society feature [insert pbs link] and the A Day in the Life feature [insert pbs link] from the
Egypt’s Golden Empire Web site to help you complete the chart below.
Social Class /
Occupation
Pharaoh
Noblemen
Priests
Craftsmen /
Workers
Soldiers
Farmers
Women
Type of clothing
worn
Types of food
eaten
Type of Shelter
lived in
How free time
was spent
Jobs and
Responsibilities
Tools of the
Trade
In addition to the information recorded on the chart, find answers to the following questions:
1. What were the educational opportunities available to the ancient Egyptians, and who had access to these opportunities?
2. Was the potential for the ancient Egyptians to move from one social class to another? If so, what would one have to do to move to
another social class?
3. What rights and freedoms did people from each of the social classes have?
4. What was the role of women in ancient Egyptian society?
5. Record other interesting facts and information you learned in the space below.