Download CULT STDS-11 E03

CULTURAL STUDIES-11
ESSENTIAL UNIT 3 (E03)
(Ancient Egypt and the African Kingdoms of Nubia and Kush)
(July 2015)
Unit Statement: The student will use this unit to explore the rise of ancient civilizations
along the Nile River Valley through discussing human environment actions and how they
affect the growth of civilization in this region.
Five Themes of Geography Focus: Movement and Human-Environment Interaction
Essential Question/s:
How does man use his environment to sustain himself?
How do the interactions of cultures affect each other’s societies?
Essential Outcomes: (must be assessed for mastery)
1. The Student Will identify ways in which the ancient Egyptians adapted to and
modified their environment around the Nile River (Harcourt Social Studies: Ancient
Civilizations 136-139).
2. TSW show how religion and government were linked and identify their connection to
the building of the pyramids (HSS 142-147).
3. TSW identify the achievements of the Middle Kingdom, and analyze how these
helped Egyptian society thrive (HSS 150-154).
4. TSW outline the process of trade as it relates to the Middle Kingdom (HSS 152).
5. TSW examine the benefits of northern Nubia’s land. (HSS 172-177).
6. TSW state and explain different strategies the Kushites and Egyptians used to help
maintain power in their kingdoms (HSS 176-177).
7. TSW identify ways the Egyptians, Kushites, and the Assyrians affected each other
during the period of 800 B.C.- 200 B.C. (HSS 178-181).
8. TSW examine similarities in cultural achievements made by the Egyptians and
Kushites to those of the Sumerian culture (HSS 180-181).
9. TSW locate and summarize a current event related to the unit of study.
Introduced Outcomes: (taught, but not assessed)
1. The Student Will be able to identify various map projections. Some examples of map
projections are: equal-area, conformal, Mercator, Mollweide, Goode’s Homolosine
Equal-area, Robinson, and conic (Harcourt Social Studies 140-142).
2. TSW compare and contrast thematic maps to help identify reasons a society may or
may not thrive in certain locations.
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QSI CULTURAL STUDIES-11E03
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Practiced/Ongoing Outcomes: (ongoing development, but not assessed)
1. The Student Will use maps, charts and data in order to synthesize logical conclusions.
2. TSW identify key terms and concepts.
3. TSW determine connections with the 5 Themes of Geography (e.g. Regions: Identify
the regions of the Nile River Valley, the land of ancient Nubia, and the land of ancient
Kush (HSS 173, 179).
4. TSW use maps, charts and data in order to synthesize logical conclusions (see
Suggested Assessment Tools).
5. TSW outline the advantages of Meroe’s location (HSS 180-181).
6. TSW discuss the cultural advances made during the Meroitic period (HSS 181).
Key Terms and Concepts:
map
projections
diplomacy
cost-benefit
analysis
Nefertiti
commercial
Meroe
delta
dynasty
Hyksos
Tutankhamen
raw materials
trade
network
arid
hieroglyphs
Hatshepsut
Ramses II
annex
Axum
afterlife
papyrus
pharaoh
Nubia
Kush
Piankhi
Cross-curricular Suggestions:
Writing:
● Discuss the ruler Piankhi and how he ruled. Then, have students create a set of laws
for the classroom or for the school. Do you think your “classroom laws” will be
effective? Why or why not? Share the laws of the classroom and relate them to
modern countries and the laws they have.
Mathematics:
● The students can infer and create a cost-benefit analysis for a Phoenician trader from
southwestern Asia trading with the Middle Kingdom city of Memphis.
Science:
● Have students research Zenet or other ancient Egyptian children’s games. Try to
recreate a version to share and play with classmates.
Art:
● Using ancient Egyptian hieroglyphs, the class will create a story about life in ancient
Egypt. Students may also illustrate the story with ancient Egyptian style paintings like
the ones found in your text (HSS 134, 137, 138, and 154).
Suggested Materials: (provided by school)
● Down to Earth Geography: Grade 6
● Harcourt Social Studies: Ancient Civilizations Student Edition
● Harcourt Social Studies: Ancient Civilizations Homework & Practice Book
● Harcourt Social Studies: Ancient Civilizations Teacher Edition
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QSI CULTURAL STUDIES-11E03
Copyright © 1988-2015
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Harcourt Social Studies: Ancient Civilizations Resource Pack
Harcourt Social Studies: Ancient Civilizations Leveled Readers Teacher Guide
Harcourt Social Studies: Ancient Civilizations Leveled Readers Grade 6
Harcourt Social Studies Leveled Readers Grade 6 (Online version)
Harcourt Social Studies: Ancient Civilizations One Stop Planner for Teacher Grade 6
CD-ROM
● Harcourt Social Studies: Ancient Civilizations World Interactive Map Grade 6
Transparencies
● Harcourt Social Studies: Ancient Civilizations World Interactive Grade 6 Desk Maps
Additional Resources: (may not be provided by school)
● Rand McNally Classroom Atlas
Technology Links:
Destiny Webpath Express (see Librarian)
Use this search engine to find age-appropriate websites that align with your unit.
http://www.bbc.co.uk/ahistoryoftheworld/topics/early-people/
BBC - This link explores world history through historical objects. This is geared towards
older elementary students.
http://www.britishmuseum.org/
British Museum - This website contains a variety of historical information related to
primary sources.
http://www.discoveryeducation.com/
Discovery Education - This website has a variety of geography information, news, videos,
and pictures for elementary students.
http://www.eharcourtschool.com/
Harcourt - This website has all of the textbook resources online, an atlas, a geography
glossary, multimedia biographies, and Video Extenders.
http://www.metmuseum.org/toah/
Heilbrunn Timeline of Art History - very comprehensive website containing information
and visuals related to primary sources.
https://www.khanacademy.org/
Khan Academy - The history and the arts and humanities portion of this website contain
various videos and information related to cultural studies.
https://genographic.nationalgeographic.com/human-journey/
National Geographic - This link contains a visual map of the migration flow of early
humans.
http://kids.nationalgeographic.com/
National Geographic Kids - This website has a variety of geography information, news,
videos, and pictures for elementary students.
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QSI CULTURAL STUDIES-11E03
Copyright © 1988-2015
http://www.nationalgeographic.com/kids-world-atlas/maps.html#
National Geographic Kids - An EXCELLENT link to world maps that allows you to
change the map type.
http://www.si.edu/
Smithsonian - This website contains a wide variety of historical information and current
events.
Suggested Assessment Tools:
1. Attached rubric or teacher-generated rubric that assesses ALL essential outcomes
(TSWs). An effective rubric is presented and discussed with the student at the
beginning of the unit, referred back to throughout the unit, and used to assess at
the end. Students will collaborate with peers and the teacher to assess mastery of
the unit with final judgment by the teacher.
2. Chapter tests and activities can be used to evaluate student mastery of TSWs from the
textbook.
RUBRIC FOUND ON FOLLOWING PAGE………………………
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QSI CULTURAL STUDIES-11E03
Copyright © 1988-2015
Name:__________________________________
Date:______________________
CULTURAL STUDIES-11 E03 RUBRIC
(Ancient Egypt and African Kingdoms of Nubia and Kush)
To receive a ‘B’, the student must show ‘B’ level mastery on ALL Essential Outcomes (TSW’s). To receive an ‘A’,
the student must show ‘A’ level mastery on 4 of 6 TSW’s and ‘B’ level mastery on all TSW’s.
The Student Will
‘A’ Level
‘B’ Level
1. TSW identify ways in which
the ancient Egyptians adapted to
and modified their environment
around the Nile River.
I can compare the ancient
Egyptian’s adaptations and
modifications of the Nile
River environment to those of
the ancient Sumerians and the
Fertile Crescent area.
I can list ways in which the
ancient Egyptians adapted to
their environment.
2. TSW show how religion and
government were linked and
identify their connection to the
building of the pyramids.
I can compare the functions
of the Sumerian ziggurats to
those of the ancient Egyptian
pyramids or other ancient
structure.
I can give examples of how
religion and government were
linked and identify their
connection to the building of the
pyramids.
3. TSW identify the
achievements of the Middle
Kingdom and analyze how these
helped Egyptian society thrive.
I can analyze the effects that
the Hyksos people and
Egyptian achievements had
on the Middle Kingdom.
I can identify the achievements
of the Middle Kingdom and how
it impacted the society.
4. TSW outline the process of
trade as it relates to the Middle
Kingdom.
5. TSW examine the benefits of
northern Nubia’s land.
I can outline the process of trade
as it relates to the Middle
Kingdom.
I can analyze aspects that
I can explain the different
made the land of northern
aspects that made the land of
Nubia valuable then justify
northern Nubia valuable.
how these reasons also
challenged the Nubian people.
6. TSW state and explain
different strategies the Kushites
and Egyptians used to help
maintain power in their
kingdoms.
I can state and explain different
strategies the Kushites and
Egyptians used to help maintain
power in their kingdoms.
7. TSW identify ways the
Egyptians, Kushites, and the
Assyrians affected each other
during the period of 800 B.C.200 B.C.
I can explain and give an
example of how similar
changes can happen in the
modern world.
I can identify how the Egyptians,
Kushites, and the Assyrians
affected each other during the
period of 800 B.C.-200 B.C.
8. TSW examine similarities in
cultural achievements made by
the Egyptians and Kushites to
those of the Sumerian culture
I can analyze similarities in
both cultures and conclude
what achievements were
needed for the civilizations to
grow.
I can restate the similarities in
cultural achievements made by
the Egyptians, Kushites and
Sumerians.
9. TSW locate and summarize a
current event related to the unit
of study.
I can summarize and connect a
current event article to this unit.
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QSI CULTURAL STUDIES-11E03
Copyright © 1988-2015
‘P’- in progress