Download Roselle Public Schools Social Studies Curriculum Units of Study

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.
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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.
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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.
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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.
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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.
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 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.
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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.
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 Analyze the effects of technology on ancient African civilizations.
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 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.
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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:
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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
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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
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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
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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.
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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
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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)
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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
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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
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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:
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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.
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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:
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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
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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? _______________________________________________________
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____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Research Log – Page 2
What weaknesses did you discover about this pharaoh’s leadership? _____________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
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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
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___ 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.
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-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:
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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
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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