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Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Unit/Chapter Title: Unit 2 – Ancient Egypt and Kush Unit Length: 12 weeks Course/Grade: 6th Grade Social Studies Interdisciplinary Connection(s): ELA/Technology Standards: 6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. 6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world. Strands: A. Civics, Government, and Human Rights B. Geography, People, and the Environment C. Economics, Innovation, and Technology D. History, Culture, and Perspectives CCSS ELA/ Literacy in History/Social Studies, Science and Technical Subjects RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. 1 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic. RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently. WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 21st Century Life and Careers Standards 9.1.8.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively 9.1.8.B.1 Use multiple points of view to create alternative solutions. 9.1.8.C.1 Determine an individual’s responsibility for personal actions and contributions to group activities. 9.1.8.C.2 Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects. 9.1.8.C.3 Model leadership skills during classroom and extra-curricular activities. 9.1.8.B.6 Evaluate communication, collaboration, and leadership skills and how they might be further developed in preparation for a future career through involvement in school, home, work, and extracurricular activities. Interdisciplinary Connections: English/Literacy: WHST.6-8.2.A-E Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Computer Technology: CCSS TECHNOLOY 8.1.8.A.1 Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word processing program. 3 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Essential Questions Enduring Understandings 1.) How did the resources of the Nile River contribute to the growth of Egypt’s advanced civilization? Water, fertile soil, and natural barriers of the Nile Valley allowed a 2.) Why was religion so important to the Ancient Egyptian way of life? Government and religion were closely connected during the Old great civilization to arise in Egypt around 3200 B.C.E. Kingdom. Egypt’s power rose and fell at various points in history, culminating 3.) How did the success of the pharaohs affect the success or failure of the civilization? Defend your response. with the New Kingdom. Egyptian culture made lasting achievements in writing, architecture, 4.) Why was Ancient Egypt able to remain such a great power for so long? 5.) What were some features of Egyptian culture? 6.) How was the success of the Egyptian civilization tied to the Nile River? and art. The kingdom of Kush grew through trade relations and fell at various times due to ongoing conflict with Egypt. During the Middle and New Kingdoms, order and greatness were restored in Egypt. The deserts, bodies of water, and cataracts provided natural protection from many enemies. 4 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Student Learning Objectives (What students should know and be able to do?) What students should know 6.2.8.A.2.b - Explain how codifying laws met the needs of ancient river valley societies. 6.1.8.A.2.c - Determine the role of slavery in the economic and social structures of ancient river valley civilizations. 6.1.8.B.2.a - Determine the extent to which geography influenced settlement, the development of trade networks, technological innovations, and the sustainability of ancient river valley civilizations. 6.1.8.C.2.a - Explain how technological advancements led to greater economic specialization, improved weaponry, trade, and the development of a class system in ancient river valley civilizations. 6.1.8.D.2.a - Analyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations. 6.1.8.D.2.b - Explain how the development of written language transformed all aspects of life in ancient river valley civilizations. 6.1.8.D.2.d - Justify which of the major achievements of the ancient river valley civilizations represent the most enduring legacies. What students should be able to do Explain how the geography of ancient Egypt allowed civilizations in the midst of a desert environment to thrive, and compare geographical conditions to that of Mesopotamia. Analyze the common cause/effect factors that contribute to the rise and fall of civilizations like Egypt and Kush. Compare and Contrast polytheistic beliefs and connections to death/afterlife to modern belief systems and feelings about death. Identify ancient Egyptian achievements in writing, art, and architecture to connections to the modern world. Research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. Investigate the organization of Egyptian society. Explain several reasons why Egypt was called the Gift of the Nile, and why the floods of the Nile made the land ideal for farming. Select Egyptian achievements in the areas of written language, architecture, and art. Summarize how the irrigation systems provided an abundance of food (surplus) for the Egyptians. 5 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Describe how Upper/Lower Egypt was unified for the first time around 3100 B.C.E. under a pharaoh who served as king and god. Explain how Egypt established trading relationships with their neighbors and beyond. Summarize how Egyptians were polytheistic and had strong beliefs in the afterlife. Read informative texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Describe the scientific and medical contributions of the Egyptians. Examine the artifacts of ancient Egypt to learn more about daily life. Identify the major players in the turning point of Egypt. Analyze the effects of technology on ancient African civilizations. Use a Tic-Tac-Toe organizer to create various projects that students will choose. Research various aspect of Egyptian culture in order to construct projects. Create a PowerPoint presentation on a pharaoh, explain the pharaoh’s successes and failures, and describe their contribution to Egyptian life and culture. 6 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Instructional Strategies Modifications/Extensions Assessments Resources/Technology (How will the students reach the learning targets?) (How will I differentiate?) (How will the students demonstrate mastery?) (What resources and materials will students need?) Reading/Writing: Close Reading of Texts Use Cornell notes while reading Use graphic organizer to identify main idea and supporting details Compare and contrast events, groups, or specific individuals using a Venn Diagram Summarize Use context clues to decode words and ideas Take notes while reading Checks for Understanding Exit Tickets Using the RACER method to respond to open-ended questions Student created questions Scaffolds for Learning: Use a main idea organizer to identify the essential and nonessential information. Formative Assessments: Teacher Observation Presentation Text/s: Holt McDougal – World History: Ancient Civilizations Through the Renaissance Use an inference chart while reading a story or a particular event and draw conclusions about what was read. Quizzes/Test Texts: See Appendix D Pose questions Logs, Journal Entries Skim and scan an assigned reading to identify text features and structure. Demonstrations Create labeled illustrations and/or illustrate vocabulary terms. Group Discussion Questions: See Appendix A Create a biographical dictionary for the people describe in this unit. Extensions: Identify and describe the multiple causes and effects of Portfolios Group Discussions Constructed Responses Performance Tasks: See Appendix B Summative Assessment: See Appendix C Websites: CCCS http://www.state.nj.us/education/cc cs/standards/1/index.html 21st Century Skills and Career Standards http://www.state.nj.us/education/ap s/cccs/career/ Depths of Knowledge Levels http://www.dese.mo.gov/divimprov e/sia/msip/DOK_Chart.pdf http://commoncore.lacoe.edu/resour ces/training_121015/DOK_technol ogy.pdf Student Portfolio Amistad: 7 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 the events described in this unit. Respond to an open-ended question based on an editorial or any informational text read in class. Complete a journal response or Cornell notes with questions that encourage critical thinking. Then write a brief summary of their questions at the end of each journal response or Cornell notes. http://www.theamistadcommission. com/ Harcourt Online: http:// http://www.eharcourtschool.com Brain Pop: http://wwww.brainpop.com Ancillary Materials Social Studies Notebook Journals Print and Online Graphic Organizers Open-Ended Response Rubric Word Walls Internet Various Writing Prompts Exemplars Student Portfolios Feedback Worksheets Anchor Charts 8 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Vocabulary Words/Key Terms: cataracts, delta, Menes, pharaoh, dynasty, Old Kingdom, Khufu, nobles, afterlife, mummies, elite, pyramids, engineering, Middle Kingdom, New Kingdom, trade routes, Queen Hathepsut, Ramses the Great, hieroglyphics, papyrus, Rosetta Stone, sphinxes, obelisk, King Tutankhamen, Piankhi, trade network, merchants, exports, imports, King Ezana 9 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Appendix A Group Discussion Questions Read The Egyptian Calendar and respond to the following questions citing textual evidence, of course. Once you have responded to the questions and found quotes in the article to support your responses, come to class prepared for a discussion. (http://www.polysyllabic.com/?q=calhistory/earlier/egyptian) 1.) What role did Thoth play? 2.) How many days were there in the Egyptian calendar? Why? 3.) What month is your birthday? What month would it be on the Egyptian calendar? The Egyptian Calendar No exact evidence is known that describes the workings of the oldest Egyptian calendar (that of the pre-dynastic period). We do know that it must have been lunar. Among other things, the hieroglyphic symbol for “month” shows a crescent moon (the first visible crescent of the new moon) over a star. Reconstruction of further detail has been attempted, but the argument remains controversial. Of greater interest for later chronology, particularly astronomical events, is the Egyptian civil calendar, whose existence seems certain by the fifth dynasty, and might, although the evidence is slender indeed, go back to the pre-dynastic period. There is also evidence for a much later, probably unconnected, lunar calendar. It does not, however seem to have been widely used. See Clagett and Parker for further details. The calendar we know as the Egyptian calendar has no link to the moon at all, although it kept the old hieroglyph. In the Egyptian calendar, there were 12 months of 30 days each. The months each had three “weeks” of 10 days each. Between the end of the 12th month and the beginning of the first month of the next year were five epagomenal (extra) days, resulting in a fixed year of 365 days every year. This calendar, almost a quarter of a day shorter than the tropical year, constantly shifted with respect to the seasons. For agricultural purposes, the seasons were determined not by the solar equinox or solstice, but by the heliacal rising of the star Sirius (Sothis in Egyptian), which roughly coincided with the flooding of the Nile. Every 1461 Egyptian years (1460 Julian years) the heliacal rising of Sirius came back around to its original position, a time known as the Sothic period. Early interpreters of the Egyptian calendar thought that the Egyptians actually maintained a separate calendar to track Sirius, but in the absence of any evidence, this position has been vigorously disputed by later scholars. 10 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Egyptian Months Originally, the months were simply numbered as a month of a season, rather than named. There were three seasons, each of four months. These names suggest that the seasons were originally intended to coincide with the Nile's flooding (and probably did when the calendar was still lunar), but once the calendar took on the form we know they rolled through the seasonal year with the months. From the New Kingdom on, the months are often named. Years were reckoned by pharaonic reign. For example, one actual Egyptian date appears as "Year 9 under the Majesty of the King of Upper and Lower Egypt Djeserkare. The Feast of the Opening of the Year III Shemu 9. The Going forth of Sothis." Since Djeserkare is a name for Amenhotep I, we can interpret this as "in year 9 of Amenhotep I, the heliacal rising of Sirius fell in the 3rd month of Shemu, day 9." This particular date is one of only a handful surviving that record the Sothis rising in terms of the civil year. It's from the so-called Ebers Calendar, and in theory provides a good correlation of the civil calendar to Julina days. Unfortunately, a precise determination of when this fell is impossible. We don't know where the observation was made or what the exact conditions of observation were (which would determine how many degrees above the horizon a star would need to be before being visible to the naked eye. A range of dates, however requires that it be some time in the 2nd half of the 16th century BCE. In 238 BCE, during the reign of Ptolomy III, the Canopus decree ordered that every four years there should be 6, rather than 5 epagomenal days, in other words, a leap year. Egyptians were very resistant to this change, however, and the attempted reform seems to have failed. An effective implementation of this so-called Alexandrian calendar did not come until Augustus introduced it (25 BCE). The Egyptian calendar had an importance well beyond its purely Egyptian use. Astronomers used the old Egyptian (not the Alexandrian) calendar throughout antiquity and the Middle Ages because its absolute regularity in the number of days in both the months and the year made calculations much easier. Such regularity was highly desirable, as antiquity had neither arabic numerals nor even the concept of zero to make complex mathematics tractable. Grading: Refer to Open- Ended Scoring Rubric and the Group Discussion Rubric found under Common Rubrics 11 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Appendix B Performance Task/s Task 1: Ancient Egypt Tic-Tac-Toe Menu. You must complete three activities in order to complete a successful row of Tic-Tac-Toe. Each activity is worth 20 points, and has a specific grading rubric. Please be sure to obtain the right rubric for each activity that you choose to complete. Activity 1 Activity 2 Activity 3 Write an original story or create a photo story from a pharaoh or god’s perspective. Create a Hieroglyphic Wall Painting. Create an Ancient Egyptian Timeline. Activity 4 Activity 5 Activity 6 Invent an Ancient Egyptian board game. Construct and design a mummy case. Create an ABC book of Egypt. Activity 7 Activity 8 Activity 9 Create a magazine on Ancient Egypt. Make a hieroglyphic crossword puzzle using Egyptian vocabulary. Construct a 3-D model of a pyramid and its components. Grading :( Rubrics for this assignment can be found under Rubrics) 12 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Task 2: Read A Nobleman’s Family and A Farmer’s Family found at the website below. Then, using the graphic organizer provided, compare and contrast daily life in Egypt for a poor family vs. a rich family. (http://www.ancientegypt.co.uk/life/story/main.html) After using the organizer to compare the daily lives of these two classes, respond to the following questions: 1.) Summarize what happened in the stories that you read. 2.) What does this story tell us about daily life in Egypt? A Nobleman’s Family and A Farmer’s Family Graphic Organizer: Daily Life of a Farmer Daily Life of a Nobleman Grading: Refer to NJ Registered Holistic Scoring Rubric/Open Ended Scoring Rubric found under Common Rubrics 13 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Appendix C Summative Assessment Unit 2 Title: Ancient Egypt and Kush Subject: Social Studies Grade Level: 6 _________________________________________________________________________________________________________ Instructional Focus: Ancient Egyptians are a civilization that historians and people around the world still marvel about. The Nile River Valley provided sustenance for this great civilization to flourish and empires around the world wanted rights to this land. Ancient Egypt was an era of pharaohs, mummies, and pyramids which all continue to captivate minds today. Social Studies Standards: 6.2.8.A.2.b, 6.1.8.A.2.c, 6.1.8.B.2.a, 6.1.8.C.2.a, 6.1.8.D.2.a, 6.1.8.D.2.b, 6.1.8.D.2.d Reading Standards: RH.6-8.1, RH.6-8.2, RH.6-8.4, RH.6-8.7, RH.6-8.9, RH.6-8.10 Writing Standards: WHST.6-8.2, WHST.6-8.4, WHST.6-8.6, WHST.6-8.7, WHST.6-8.9, WHST.6-8.10 Speaking and Listening Standards: SL.6.1 Language Standards: L.6.1 14 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 21st Century Life and Careers Standards: 9.1.8.A.1, 9.1.8.B.1, 9.1.8.C.1, 9.1.8.C.2, 9.1.8.C.3, 9.1.8.B.6 _________________________________________________________________________________________________________ Essential Questions: 1.) How was the success of the Egyptian civilization tied to the Nile River? 2.) What does the title pharaoh mean? 3.) How did the pharaoh’s crown display the unification of Egypt? 4.) What are the strengths of the pharaoh you have chosen? 5.) What are the weaknesses of the pharaoh you have chosen? 6.) What contributions to Egyptian life and culture did your pharaoh make? Why are they significant? _________________________________________________________________________________________________________ Student Learning: Students will be able to complete the following: Students will research various topics. Students will respond to a variety of leveled questions by citing strong textual evidence using RACE/RACER. Students will be able to outline their research utilizing a graphic organizer. Students will arrange the information they have gathered to create a Power Point Presentation. Students will create a PowerPoint presentation detailing information from various resources. Students will utilize presentation skills to present their Power Point to the class. Students will write notes utilizing an outline/graphic organizer. Students will write a rough draft for their Power Point using an organizer created by the teacher. Students will participate in a presentation. Students will describe various roles and aspects of life during a specific time period. Students will construct a family tree. Students will create a timeline of their pharaoh’s rule. Students will explain the life and rule of their pharaoh. Students will illustrate and label various monuments. 15 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 __________________________________________________________________________________________________________ Introduction Ancient Egyptians are a civilization that historians and people around the world still marvel about. The Nile River Valley provided sustenance for this great civilization to flourish and empires around the world wanted rights to this land. Ancient Egypt was an era of pharaohs, mummies, and pyramids which all continue to captivate minds today. Task Greetings, my loyal protégés! I hope this message finds you well. I am writing to request your help in a great undertaking. I request that you research one of the great Egyptian pharaohs from my accompanying list and present your findings at the annual Egyptology Convention to be held in two weeks! I realize this is short notice, but imagine the audience. This is your opportunity to present your research to the world’s leading Egyptologists. It could be your “big break” into our field! First, you must assemble a team of assistant researchers. This is far too large of a challenge for you to handle on your own. Choose no more than two helpful individuals. Together, the three of you must conduct extensive research about one of the following pharaohs: Akhenaten, Cleopatra, Hatshepsut, Khufu, Ramesses II, Seti I, Tutankhamen, or Thutmose II. My colleagues in Cairo will expect a well-researched Power Point presentation explaining the following: - The perceived strengths or weaknesses of the pharaoh you have chosen; Their contributions to Egyptian life and culture. Steps: Step One: Assemble a team of three participants. Step Two: Decide which of he eight pharaohs listed you would like to research. Step Three: Beginning your research: Remember that your task has three components: (1) perceived strengths, (2) perceived weaknesses, and (3) contributions to Egyptian life and culture. If you must, this last component may be split into two individual components. The research you conduct will be thorough, well documented, and contain a mix of resources. You may use non-fiction books or encyclopedias from our library along with professional Internet sites. You will have a total of 5-7 sources documented in 16 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 your project. Step Four: Organize your findings on the research logs I have provided you. You will need to analyze your research to determine into which of the three components it will fit. In other words, keep basic information like when they ruled, when they were born, etc. to a minimum in your project. You will focus instead on why these individuals are important to Egyptian history and to world history. Step Five: Do not forget: DOCUMENT! DOCUMENT! DOCUMENT! Step Six: About the PowerPoint: Begin with a title slide that contains an image of your pharaoh. Next, present your findings with a minimum of ten error-free slides. This means that grammar and spelling must be correct! Proofread your slides carefully. Also, remember the basic rules about PowerPoint. Do not overuse images and text, as it can overwhelm your audience. A good PowerPoint presentation should have an excellent balance of both images and text. Step Seven: Presentation: To wrap up this project, your team will then present this PowerPoint to the class. Each team member must take a turn speaking. Organizers: Your Names: ________________________________________________________________________________________________ Research Log – Page 1 Which pharaoh did your team choose? ________________________________________________ What strengths did you discover about this pharaoh’s leadership? _______________________________________________________ 17 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ Research Log – Page 2 What weaknesses did you discover about this pharaoh’s leadership? _____________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ 18 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Explain how this pharaoh affected Egyptian life and culture: ___________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ What Do I Need To Include in the PowerPoint Presentation ___ Title page (Think of a clever title. Include your names and homeroom on this slide.) ___ Introduction -Write in your own words an Introduction for your pharaoh. -Included the period of Egyptian history of this individual’s reign ___ Construct a family tree for your pharaoh 19 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 ___ Include a slide of your ruler’s cartouche. ___ Who made up the royal family? -Who were the wives and children? Parents? -Are there graphics available to support your findings? (Include) ___ Rule of the Pharaoh -How long did they rule? -Where did he/she rule from? (city) -How big was the empire at this time? Include a map if available. ___What were the pharaoh’s accomplishments and/or failures? -What was improved (improvements)? -What things were expanded or lost? -Was there any technological advancement during their reign? -Include the religion at the time. -Include the successes, weaknesses, and how this pharaoh affected Egyptian life and culture. (Research Pages 1 & 2) ___ Include any other interesting facts or findings in regard to your ruler. 20 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 -Are there any mysteries surrounding them? -Are there any temple sites attributed to this ruler? Where are they located? Are they still there today? - What artifacts have been found belonging to this pharaoh or time period? Where are they currently? Websites: https://drive.google.com http://www.pbs.org/empires/egypt/ http://www.yourdiscovery.com/egypt/ http://www.history.com/topics/ancient-egypt http://www.bbc.co.uk/history/ancient/egyptians/ http://si.edu/encyclopedia_si/nmnh/mummies.htm http://www.nationalgeographic.com/pyramids/pyramids.html http://kids.nationalgeographic.com/kids/photos/ancient-egypt/ http://www.smithsonianmag.com/topics/Time-Ancient_Cultures_Egypt.html http://www.ancient-egypt-online.com/ancient-egyptian-pharaohs.html http://egypt.mrdonn.org/pharaohs.html http://www.kingtutone.com/pharaohs/ http://www.kidzworld.com/article/996-egypt-famous-pharaohs http://www.historyforkids.org/learn/egypt/government/ http://www.the-telfords.pwp.blueyonder.co.uk/egypt/pharaohs.htm http://www.touregypt.net/kings.htm http://www.wl.k12.ia.us/Page/1626 Grading: Refer to the rubrics below 21 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Ancient Egypt Pharaoh PPT Rubric Category Teacher Name: ______________________________________________________________________ Student Name(s): ______________________________________________________________________ 4 Points 3 Points 2 Points 1 Point Content and Accuracy All content throughout the presentation is accurate. There are no factual errors. Most of the content is accurate but there is one piece of information that might be inaccurate. The content is generally accurate, but one piece of information is clearly flawed or inaccurate. Content is typically confusing or contains more than one factual error. Sequencing Information Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next slide. All graphics are attractive (size and colors) and support the theme/content of the presentation. Images are not overused. Less than two spelling, grammatical, or punctuation errors. Most information is organized in a clear, logical way. One slide or item of information seems out of place. A few graphics are not attractive but all support the theme/content of the presentation. Images are not overused. Some information is logically sequenced. An occasional slide or item of information seems out of place. All graphics are attractive but a few seem to not support the theme/content of the presentation. Images may be used too often. There is no clear plan for the organization of information. Less than five spelling, grammatical, or punctuation errors. Five to ten spelling, grammatical, or punctuation errors. More than ten spelling, grammatical, or punctuation errors. Project includes all material needed to gain a comfortable understanding of the topic. It is a highly effective presentation. Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements. It is an adequate presentation. Project is missing more than two key elements. It would make an incomplete presentation. Project lacking several key elements and has inaccuracies that make it a poor presentation. Use of Graphics Grammar and Spelling Overall Effectiveness Several graphics are unattractive and detract from the content of the presentation. Images may be used too often. 22 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Ancient Egypt Tic-Tac-Toe Rubrics (Activity 1 – Original Story) Teacher Name: ______________________________________________________________________ Student Name(s): ______________________________________________________________________ Point Value 20 Points 15 Points 10 Points 0-5 Points Written Work Work is original, creative, written in paragraph form, and includes relevant and precise information relating to Egypt in the story. Work is original writing, an attempt to write in paragraph form is evident, and includes some relevant and precise information relating to Egypt in the story. Work is original, writing in limited paragraph form, includes little relevant and precise information relating to Egypt in the story. Work is original, writing with little or no paragraph form, and includes NO relevant or precise information relating to Egypt in the story. Creativity, Neatness, and Accuracy At least 2 pages typed (12 font) and double spaced or neatly hand-written, cover and title are included, little or no capitalization, organization, spelling, and/or grammar errors, and written using 6th grade vocabulary. At least 1 1/2 pages typed (12 font) and double spaced or neatly hand-written, cover and title are included, some errors capitalization, organization, spelling, and/or grammar, and written using 6th grade vocabulary. At least 1 page typed (12 font) and double spaced or neatly hand-written, cover and title are included, major errors in capitalization, organization, spelling, and/or grammar, and may or may not be written using 6th grade vocabulary. At least 1/2 page typed (12 font) and double spaced or neatly hand-written, cover and title are not included, major errors in capitalization, organization, spelling, and/or grammar, and is clearly NOT written using 6th grade vocabulary. Total Points: _________________ 23 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Ancient Egypt Tic-Tac-Toe Rubrics (Activity 1 – Original Photo Story) Point Value Story Components Creativity, Neatness, and Accuracy Teacher Name: ______________________________________________________________________ Student Name(s): ______________________________________________________________________ 20 Points 15 Points 10 Points Original, creative story includes relevant and precise information relating to Egypt in the story; story includes characters, plot and resolution; written or typed outline of information turned in with rubric. At least 10-12 images that relate to the story are included; title and name; recoding is clear and easily understood; music and/or affects added. Original, creative story includes relevant and precise information relating to Egypt in the story; story includes characters, plot and resolution; no written or typed outline of information included. Original, creative story includes some relevant and precise information relating to Egypt in the story; story may or may not include characters, plot and resolution; no written or typed outline of information included. At least 6-7 images that relate to the story are included; title and name; recoding may or may not be clear or easily understood; no music and/or affects added. At least 8-9 images that relate to the story are included; title and name; recoding is clear and easily understood; some music and/or affects added. http://www.egyptologyonline.com/pharaohs.htm http://www.kingtutone.com/pharaohs/ 0-5 Points Story includes little relevant and precise information relating to Egypt in the story; story is missing characters, plot and/or resolution; no written or typed outline of information included. At least 4-5 images that relate to the story are included; title and name; recoding may or may not be clear or easily understood; no music and/or affects added. Total Points: _________________ 24 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Ancient Egypt Tic-Tac-Toe Rubrics (Activity 2 – Hieroglyphic Wall Painting) Point Value Teacher Name: ______________________________________________________________________ Student Name(s): ______________________________________________________________________ 20 Points 15 Points 10 Points 0-5 Points Wall Painting Neatly created artwork on 81/2 by 11 or larger canvas or poster board using paint, markers, or pencil for an etching/drawing; represent a pharaoh scene; neat and detailed. Neatly created artwork on 81/2 by 11 or larger canvas or poster board using paint, markers, or pencil for an etching/drawing; represent a pharaoh scene; somewhat neat and detailed. Artwork created on 81/2 by 11 or larger canvas or poster board using paint, markers, or pencil for an etching/drawing; represent a pharaoh scene; not very neat or detailed. Artwork created on 81/2 by 11 or larger canvas or poster board using paint, markers, or pencil for an etching/drawing; hardly represents a pharaoh scene; not neat or detailed. Description At least 10-12 images that relate to the story are included; title and name; recoding is clear and easily understood; music and/or affects added. At least 8-9 images that relate to the story are included; title and name; recoding is clear and easily understood; some music and/or affects added. At least 6-7 images that relate to the story are included; title and name; recoding may or may not be clear or easily understood; no music and/or affects added. At least 4-5 images that relate to the story are included; title and name; recoding may or may not be clear or easily understood; no music and/or affects added. http://historylink101.net/egypt_1/pic_wall_paintings_1.htm http://historylink101.net/egypt_1/pic_wall_paintings_3.htm Total Points: _________________ 25 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Ancient Egypt Tic-Tac-Toe Rubrics (Activity 3 – Egyptian Timeline) Point Value Teacher Name: ______________________________________________________________________ Student Name(s): ______________________________________________________________________ 20 Points 15 Points 10 Points 0-5 Points Accuracy of Information Includes at least 10 major events that occurred in Ancient Egypt, dates and information are accurate; written in student’s own words. Includes at least 8 major events that occurred in Ancient Egypt, dates and information are accurate; mostly written in student’s own words. Includes at least 6 major events that occurred in Ancient Egypt, dates and information are somewhat accurate; somewhat written in student’s own words. Includes at least 4 major events that occurred in Ancient Egypt, dates and information are not very accurate at all; not written in student’s own words. Creativity, Neatness, and Appearance Information has pictures that match every event, a title is included, the timeline is neatly organized and spread out on a poster board/ construction paper, colored, detailed, and legible. Information has pictures that match most events, a title is included, the timeline is neatly organized and spread out on a poster board/ construction paper, mostly colored, detailed, and legible. Information has pictures that match some events, a title is included, the timeline is neatly organized and spread out on a poster board/ construction paper, somewhat colored, detailed, and legible. Information has pictures that match few events, a title is included, the timeline is not neatly organized or spread out on a poster board/ construction paper, not colored, detailed, or legible. http://www. http://www.bbc.co.uk/history/ancient/egyptians/ Total Points: _________________ 26 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Ancient Egypt Tic-Tac-Toe Rubrics (Activity 4 – Board Game) Point Value Teacher Name: ______________________________________________________________________ Student Name(s): ______________________________________________________________________ 20 Points 15 Points 10 Points 0-5 Points Game Components Directions, pieces, rules, and game board are all relevant to Ancient Egypt; game includes many researched questions and answers to complete a task on Ancient Egypt. Directions, pieces, rules, and game board are mostly relevant to Ancient Egypt; game includes some researched questions and answers to complete a task on Ancient Egypt. Directions, pieces, rules, and game board are somewhat relevant to Ancient Egypt; game includes few researched questions and answers to complete a task on Ancient Egypt. Directions, pieces, rules, and game board do not relate to Ancient Egypt or are missing; game does not include researched questions and answers to complete a task on Ancient Egypt. Creativity, Neatness, and Appearance All work is clearly legible, game components are neatly created; game title is evident, creative and appealing to the eye. Most work is clearly legible, game components are neatly created; game title is evident, mostly creative and appealing to the eye. Some work is clearly legible, game components are neatly created; game title is evident, somewhat creative and appealing to the eye. Little or no work is clearly legible, game components are neatly created; game title is not evident, not creative and appealing to the eye. http://www.ancientegypt.co.uk/life/activity/main.html http://www.mnsu.edu/emuseum/prehistory/egypt/dailylife/games.html http://www.nabataea.net/games3.html 27 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Total Points: _________________ Ancient Egypt Tic-Tac-Toe Rubrics (Activity 5 – Mummy Case) Point Value Case Teacher Name: ______________________________________________________________________ Student Name(s): ______________________________________________________________________ 20 Points 15 Points 10 Points 0-5 Points 3-D case creatively colored and well constructed, includes neatly drawn and colored Egyptian designs, sarcophagus, and cartouche created by the student on the top and all sides of the case 3-D case mostly colored and well constructed, mostly includes neatly drawn and colored Egyptian designs, sarcophagus, and cartouche created by the student on the top and 3 sides of the case 3-D case somewhat colored and well constructed, includes some neatly drawn and colored Egyptian designs created by the student on the top and on 2 sides of the case; sarcophagus or cartouche missing 3-D case not colored and well constructed, includes does not include neatly drawn and colored Egyptian designs created by the student on the top and on 1 side of the case; sarcophagus or cartouche missing Nicely created artwork using paint, markers, etc.; some detail added to the construction and design of the case; somewhat neat Poorly created artwork using paint, markers, etc.; lack of detail on the construction and design of the case; not very neat Nicely created artwork Nicely created artwork using paint, markers, etc.; using paint, markers, etc.; great detail added to the most detail added to the construction and design of construction and design of the case; very neat the case; mostly neat throughout http://www.harcourtschool.com/activity/cartouche/cartouche.html http://www.unmuseum.org/mcase.htm Creativity, Neatness, and Appearance 28 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Total Points: _________________ Ancient Egypt Tic-Tac-Toe Rubrics (Activity 6 – ABC Book) Teacher Name: ______________________________________________________________________ Student Name(s): ______________________________________________________________________ Point Value 20 Points Written Work An Egyptian person, place, or term relating to Ancient Egypt is depicted for each letter (24-26); a definition and picture of the word is included Creativity, Neatness, and Appearance Nicely hand-written or typed, cover and title included, folded or assembled to look like a book, name on cover; very neat and creative 15 Points 10 Points 0-5 Points An Egyptian person, place, or term relating to Ancient Egypt is depicted for most letters (20-23); a definition and picture of the word is included An Egyptian person, place, or term relating to Ancient Egypt is depicted for some letters (16-19); a definition and picture of the word is included An Egyptian person, place, or term relating to Ancient Egypt is depicted for 15 or less letters; a definition and picture of the word is included Nicely hand-written or typed, cover and title included, folded or assembled to look like a book, name on cover; mostly neat and creative Hand-written or typed, cover or titled included, folded to look like a book, name on cover; a little neat and creative Poorly hand-written or typed, cover or title not included, folded to look like a book, name not on cover; not neat or creative Total Points: _________________ 29 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Ancient Egypt Tic-Tac-Toe Rubrics (Activity 7 – Egyptian Magazine) Point Value Magazine Components Creativity, Neatness, and Appearance Teacher Name: ______________________________________________________________________ Student Name(s): ______________________________________________________________________ 20 Points 15 Points 10 Points 0-5 Points 4 or more pages typed and double-spaced or neatly handwritten, front and back cover, title included, pictures to match text included; pages include creative ideas on products, services, people, land, writing, and/or history of Ancient Egypt Neatly put together with little or no error in capitalization, organization, spelling, or grammar; great use of color and detail; very appealing to the eye 3 pages typed and doublespaced or neatly hand-written, front and back cover, title included, some pictures to match text included; pages include some creative ideas on products, services, people, land, writing, and/or history of Ancient Egypt Put together with few errors in capitalization, organization, spelling, or grammar; good use of color and detail; appealing to the eye 2 pages typed and doublespaced or neatly hand-written, front and back cover, title included, few pictures to match text included; pages include few creative ideas on products, services, people, land, writing, and/or history of Ancient Egypt Put together with many errors in capitalization, organization, spelling, or grammar; limited use of color and detail; not very appealing to the eye 1 page typed and double-spaced or neatly hand-written, front and back cover, title included, little to no pictures to match text included; pages show little to no creative ideas on products, services, people, land, writing, and/or history of Ancient Egypt Put together with major errors in capitalization, organization, spelling, or grammar; poor use of color and detail; not appealing to the eye http://www.ancientegyptmagazine.co.uk/issue31.htm http://www.reshafim.org.il/ad/egypt/timelines/topics/clothing.htm http://www.womenintheancientworld.com/women's%20clothing.htm Total Points: _________________ 30 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Ancient Egypt Tic-Tac-Toe Rubrics (Activity 8 – Hieroglyphic Crossword Puzzle) Point Value Teacher Name: ______________________________________________________________________ Student Name(s): ______________________________________________________________________ 20 Points 15 Points 10 Points Puzzle 10 vocabulary words from the chapter are neatly intertwined using student-drawn hieroglyphics on one side of a poster; English translation neatly intertwined on the other side; definitions/hints neatly written on either side of poster 8-9 vocabulary words from the chapter are neatly intertwined using student-drawn hieroglyphics on one side of a poster; English translation neatly intertwined on the other side; definitions/hints neatly written on either side of poster Creativity, Neatness, and Appearance Nicely created puzzle with color and precision; great detail added to the construction and design; very neat and organized Puzzle created with color and precision; detail mostly added to the construction and design; mostly neat and organized 6-7 vocabulary words from the chapter are somewhat neatly intertwined using studentdrawn hieroglyphics on one side of a poster; English translation neatly intertwined on the other side; definitions/hints missing from either side of poster Puzzle created with some color and precision; some detail added to the construction and design; somewhat neat and organized 0-5 Points 5 or less vocabulary words from the chapter are somewhat neatly intertwined using student-drawn hieroglyphics on one side of a poster; English translation neatly intertwined on the other side; definitions/hints missing from either side of poster Puzzle created with little or no color and precision; little to no detail added to the construction and design; not neat and organized http://www.quizland.com/hiero.htm Total Points: _________________ 31 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Ancient Egypt Tic-Tac-Toe Rubrics (Activity 9 – 3D Pyramid) Point Value Teacher Name: ______________________________________________________________________ Student Name(s): ______________________________________________________________________ 20 Points 15 Points 10 Points 0-5 Points Pyramid 3-D pyramid is well constructed and creatively designed by the student, and includes labeled and detailed information of parts/chambers of a pyramid done by the student 3-D pyramid is well constructed and creatively designed by the student, and includes some labeled and detailed information of parts/chambers of a pyramid done by the student 3-D pyramid is well constructed and creatively designed by the student, and includes few labeled and detailed information of parts/chambers of a pyramid done by the student 3-D pyramid is well constructed and creatively designed by the student, does not include labeled and detailed information of parts/chambers of a pyramid done by the student Creativity, Neatness, and Appearance Nicely created pyramid made with precision; great detail added to the construction and design; very neat and organized Nicely created pyramid made with precision; some detail added to the construction and design; neat and organized Pyramid made with little precision; little detail added to the construction and design; poorly organized and messy Pyramid made with no precision; no detail added to the construction and design; poorly organized and messy http://www.touregypt.net/construction/ http://travel.nationalgeographic.com/travel/egypt/pyramids-at-giza/ http://www.ancientegypt.co.uk/pyramids/explore/main.html http://www.pbs.org/wgbh/nova/ancient/explore-ancient-egypt.html Total Points: _________________ 32 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Oral Presentation Rubric: Poster Teacher Name: ______________________________________________________________________ Student Name(s): ______________________________________________________________________ 4 3 2 1 Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. Often mumbles or can not be understood OR mispronounces more than one word. Volume Volume is loud enough to be heard by all audience members throughout the presentation. Volume is loud enough to be heard by all audience members at least 90% of the time. Volume is loud enough to be heard by all audience members at least 80% of the time. Volume often too soft to be heard by all audience members. Stays on Topic Stays on topic all (100%) of the time. Stays on topic most (99-90%) of Stays on topic some (89%-75%) It was hard to tell what the topic the time. of the time. was. Content Shows a full understanding of the topic. Shows a good understanding of the topic. CATEGORY Posture and Eye Contact Stands up straight, looks relaxed Stands up straight and and confident. Establishes eye contact with everyone in the room during the presentation. Shows a good understanding of parts of the topic. Sometimes stands up straight establishes eye contact with and establishes eye contact. everyone in the room during the presentation. Does not seem to understand the topic very well. Slouches and/or does not look at people during the presentation. 33 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Group Discussion-Grade 5 Rubric Student Name: ______________________________________ Objective Teacher Name: __________________________________ Criteria 4 Exemplary Time Management Level Of Engagement In Small Group Discussion 3 Accomplished Points 2 Developing 1 Beginning Student is never distracted and stays on task all of the time. Student is rarely distracted and stays on task most of the time. Student is occasionally distracted and stays on task some of the time. Student is always distracted and hardly ever stays on task. ____ Student always has something to contribute to his group discussion by sharing ideas, asking questions, or making plans. Student usually has something to contribute to his group discussion by sharing ideas, asking questions, or making plans. Student rarely has something to contribute to his group discussion by sharing ideas, asking questions, or making plans. Student never has something to contribute to his group discussion by sharing ideas, asking questions, or making plans. ____ ____ Student listens when others talk and incorporates or builds off of the ideas of others. Student listens when others talk. Student does not listen when others talk. Student does not listen when others talk and often interrupts when others speak. Behavior Student almost never displays disruptive behavior during group meetings. Student rarely displays disruptive behavior during group meetings. Student occasionally displays disruptive behavior during group meetings. Student almost always displays disruptive behavior during group meetings. ____ Preparation Student is almost always prepared to meet with group members and ready to share his research and findings to the group. Student is usually prepared to meet with group members and ready to share his research and findings to the group. Student is rarely prepared to meet with group members and ready to share his research and findings to the group. Student is never prepared to meet with group members and ready to share his research and findings to the group ____ Total----> ____ Listening Skills Comments: 34 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Appendix D Text/Articles and or Documents Unit 1 - Early Humans, Mesopotamia, and the Fertile Crescent Title Genre/ Resource/ Page # Hatshepsut: Egypt's First Female Pharaoh (Signature Lives: Ancient World) by Pamela Dell Informational Text World History Biographies: Hatshepsut: The Girl Who Became a Biography Great Pharaoh (National Geographic World History Biographies) A Nobleman’s Family Informational Text A Farmer’s Family Informational Text The Egyptian Calendar Informational Text Tutankhamen's Gift by Robert Sabuda Informational Text You Wouldn't Want to Be Tutankhamen!: A Mummy Who Really Got Meddled With by David Stewart, David Salariya and David Antram Akhenaten: King of Egypt by Cyril Aldred Informational Text Holt McDougal – World History: Ancient Civilizations Through the Renaissance Non-Fiction Text (Chapter 4)(Pages 82-117) Informational Text 35