Download Ancient Egypt, Mesopotamia, Kush

Project G.L.A.D.
Ancient Egypt, Mesopotamia and Kush
Vacaville Unified School District
(level 6)
Idea Pages
I. Unit Theme
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Political, religious, social and economic institutions of the early civilizations of
Mesopotamia, Kush and Egypt
Focus: Egypt, Kush, Mesopotamia
Focus: Geographical influence
II. Focus/Motivation
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Observation Charts
Inquiry Chart
Big Book
III. Concepts
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Egyptian trade influenced the eastern Mediterranean and Nile valley
There was a relationship between religion and the social/political order of Egypt
and Mesopotamia.
Kush had political, commercial, and cultural relations with Egypt.
SOCIAL STUDIES STANDARDS Grade 6
Standard Students analyze the geographic, political, economic, religious, and social
6.2
structures of the early civilizations of Mesopotamia, Egypt, and Kush, in terms of:
1.00 the location and description of the river systems, and physical settings that supported permanent settlement and
early civilizations
2.00 the development of agricultural techniques that permitted the production of economic surplus and the emergence
of cities as centers of culture and power
3.00 the relationship between religion and the social and political order in Mesopotamia and Egypt
4.00 the significance of Hammurabi’s Code
5.00 Egyptian art and architecture
6.00 the location and description of the role of Egyptian trade in the eastern Mediterranean and Nile valley
7.00 the significance of the lives of Queen Hatshepsut and Ramses the Great
8.00 the location of the Kush civilization and its political, commercial and cultural relations with Egypt
9.00 the evolution of language and its written forms
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English Language Arts Standards
Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students use their knowledge of word origins and word relationships, as well as historical and literary
context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning
of grade-level-appropriate words.
Word Recognition
1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing,
intonation, and expression.
Vocabulary and Concept Development
1.2 Identify and interpret figurative language and words with multiple meanings.
1.3 Recognize the origins and meanings of frequently used foreign words in English and use these words
accurately in speaking and writing.
1.4 Monitor expository text for unknown words or words with novel meanings by using word, sentence,
and paragraph clues to determine meaning.
1.5 Understand and explain "shades of meaning" in related words (e.g., softly and quietly).
2.0 Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate material. They describe and connect the essential
ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization,
and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight
illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight,
students read one million words annually on their own, including a good representation of grade-levelappropriate narrative and expository text (e.g., classic and contemporary literature, magazines,
newspapers, online information). In grade six, students continue to make progress toward this goal.
Structural Features of Informational Materials
2.1 Identify the structural features of popular media (e.g., newspapers, magazines, online information)
and use the features to obtain information.
2.2 Analyze text that uses the compare-and-contrast organizational pattern.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.3 Connect and clarify main ideas by identifying their relationships to other sources and related topics.
2.4 Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports.
2.5 Follow multiple-step instructions for preparing applications (e.g., for a public library card, bank
savings account, sports club, league membership).
Expository Critique
2.6 Determine the adequacy and appropriateness of the evidence for an author's conclusions.
2.7 Make reasonable assertions about a text through accurate, supporting citations.
2.8 Note instances of unsupported inferences, fallacious reasoning, persuasion, and propaganda in text.
3.0 Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature that reflect and
enhance their studies of history and social science. They clarify the ideas and connect them to other
literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade
Eight illustrate the quality and complexity of the materials to be read by students.
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Structural Features of Literature
3.1 Identify the forms of fiction and describe the major characteristics of each form.
Narrative Analysis of Grade-Level-Appropriate Text
3.2 Analyze the effect of the qualities of the character (e.g., courage or cowardice, ambition or laziness)
on the plot and the resolution of the conflict.
3.3 Analyze the influence of setting on the problem and its resolution.
3.4 Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence
structure, line length, punctuation, rhythm, repetition, and rhyme.
3.5 Identify the speaker and recognize the difference between first-and third-person narration (e.g.,
autobiography compared with biography).
3.6 Identify and analyze features of themes conveyed through characters, actions, and images.
3.7 Explain the effects of common literary devices (e.g., symbolism, imagery, metaphor) in a variety of
fictional and nonfictional texts.
Literary Criticism
3.8 Critique the credibility of characterization and the degree to which a plot is contrived or realistic (e.g.,
compare use of fact and fantasy in historical fiction).
Writing
1.0 Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits students' awareness of the
audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions.
Students progress through the stages of the writing process as needed.
Organization and Focus
1.1 Choose the form of writing (e.g., personal letter, letter to the editor, review, poem, report, narrative)
that best suits the intended purpose.
1.2 Create multiple-paragraph expository compositions:
a. Engage the interest of the reader and state a clear purpose.
b. Develop the topic with supporting details and precise verbs, nouns, and adjectives to paint a visual
image in the mind of the reader.
c. Conclude with a detailed summary linked to the purpose of the composition.
1.3 Use a variety of effective and coherent organizational patterns, including comparison and contrast;
organization by categories; and arrangement by spatial order, order of importance, or climactic order.
Research and Technology
1.4 Use organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, email addresses) to locate information.
1.5 Compose documents with appropriate formatting by using word-processing skills and principles of
design (e.g., margins, tabs, spacing, columns, page orientation).
Evaluation and Revision
1.6 Revise writing to improve the organization and consistency of ideas within and between paragraphs.
2.0 Writing Applications (Genres and Their Characteristics)
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Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each
genre. Student writing demonstrates a command of standard American English and the research,
organizational, and drafting strategies outlined in Writing Standard 1.0.
Using the writing strategies of grade six outlined in Writing Standard 1.0, students:
2.1 Write narratives:
a. Establish and develop a plot and setting and present a point of view that is appropriate to the stories.
b. Include sensory details and concrete language to develop plot and character.
c. Use a range of narrative devices (e.g., dialogue, suspense).
2.2 Write expository compositions (e.g., description, explanation, comparison and contrast, problem and
solution):
a. State the thesis or purpose.
b. Explain the situation.
c. Follow an organizational pattern appropriate to the type of composition.
d. Offer persuasive evidence to validate arguments and conclusions as needed.
2.3 Write research reports:
a. Pose relevant questions with a scope narrow enough to be thoroughly covered.
b. Support the main idea or ideas with facts, details, examples, and explanations from multiple
authoritative sources (e.g., speakers, periodicals, online information searches).
c. Include a bibliography.
2.4 Write responses to literature:
a. Develop an interpretation exhibiting careful reading, understanding, and insight.
b. Organize the interpretation around several clear ideas, premises, or images.
c. Develop and justify the interpretation through sustained use of examples and textual evidence.
2.5 Write persuasive compositions:
a. State a clear position on a proposition or proposal.
b. Support the position with organized and relevant evidence.
c. Anticipate and address reader concerns and counterarguments.
Written and Oral English Language Conventions
The standards for written and oral English language conventions have been placed between those for
writing and for listening and speaking because these conventions are essential to both sets of skills.
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to this grade level.
Sentence Structure
1.1 Use simple, compound, and compound-complex sentences; use effective coordination and
subordination of ideas to express complete thoughts.
Grammar
1.2 Identify and properly use indefinite pronouns and present perfect, past perfect, and future perfect verb
tenses; ensure that verbs agree with compound subjects.
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Punctuation
1.3 Use colons after the salutation in business letters, semicolons to connect independent clauses, and
commas when linking two clauses with a conjunction in compound sentences.
Capitalization
1.4 Use correct capitalization.
Spelling
1.5 Spell frequently misspelled words correctly (e.g., their, they're, there).
Listening and Speaking
1.0 Listening and Speaking Strategies
Students deliver focused, coherent presentations that convey ideas clearly and relate to the background
and interests of the audience. They evaluate the content of oral communication.
Comprehension
1.1 Relate the speaker's verbal communication (e.g., word choice, pitch, feeling, tone) to the nonverbal
message (e.g., posture, gesture).
1.2 Identify the tone, mood, and emotion conveyed in the oral communication.
1.3 Restate and execute multiple-step oral instructions and directions.
Organization and Delivery of Oral Communication
1.4 Select a focus, an organizational structure, and a point of view, matching the purpose, message,
occasion, and vocal modulation to the audience.
1.5 Emphasize salient points to assist the listener in following the main ideas and concepts.
1.6 Support opinions with detailed evidence and with visual or media displays that use appropriate
technology.
1.7 Use effective rate, volume, pitch, and tone and align nonverbal elements to sustain audience interest
and attention.
Analysis and Evaluation of Oral and Media Communications
1.8 Analyze the use of rhetorical devices (e.g., cadence, repetitive patterns, use of onomatopoeia) for
intent and effect.
1.9 Identify persuasive and propaganda techniques used in television and identify false and misleading
information.
2.0 Speaking Applications (Genres and Their Characteristics)
Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g.,
narration, exposition, persuasion, description). Student speaking demonstrates a command of standard
American English and the organizational and delivery strategies outlined in Listening and Speaking
Standard 1.0.
Using the speaking strategies of grade six outlined in Listening and Speaking Standard 1.0, students:
2.1 Deliver narrative presentations:
a. Establish a context, plot, and point of view.
b. Include sensory details and concrete language to develop the plot and character.
c. Use a range of narrative devices (e.g., dialogue, tension, or suspense).
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2.2 Deliver informative presentations:
a. Pose relevant questions sufficiently limited in scope to be completely and thoroughly answered.
b. Develop the topic with facts, details, examples, and explanations from multiple authoritative sources
(e.g., speakers, periodicals, online information).
2.3 Deliver oral responses to literature:
a. Develop an interpretation exhibiting careful reading, understanding, and insight.
b. Organize the selected interpretation around several clear ideas, premises, or images.
c. Develop and justify the selected interpretation through sustained use of examples and textual evidence.
2.4 Deliver persuasive presentations:
a. Provide a clear statement of the position.
b. Include relevant evidence.
c. Offer a logical sequence of information.
d. Engage the listener and foster acceptance of the proposition or proposal.
2.5 Deliver presentations on problems and solutions:
a. Theorize on the causes and effects of each problem and establish connections between the defined
problem and at least one solution.
b. Offer persuasive evidence to validate the definition of the problem and the proposed solutions.
ELD Standards
Grades 6-8
Listening and Speaking
Beginning Level
 Begin to speak a few words or sentences by using some English phonemes and
rudimentary English grammatical form (e.g., single words or phrases)
 Ask and answer questions by using simple sentences or phrases
 Demonstrate comprehension of oral presentations and instructions through nonverbal
responses (e.g., gestures, pointing, drawing)
 Independently use common social greetings and simple repetitive phrases.
Early Intermediate Level
 Begin to be understood when speaking but may have some inconsistent use of standard
English grammatical forms and sounds (e.g., plurals, simple past tense, pronouns such as
he or she)
 Ask and answer questions by using phrases or simple sentences
 Restate and execute multiple-step oral directions
 Restate in simple sentences the main idea of oral presentations in subject matter content
 Orally communicate basic needs (e.g., “I need to borrow a pencil”.)
 Prepare and deliver short oral presentations
Intermediate Level
 Respond to messages by asking simple questions or by briefly restating the message
 Listen attentively to stories and information and identify important details and concepts
by using both verbal and nonverbal responses.
 Make oneself understood when speaking by using consistent standards English
grammatical forms and sounds: however, some rules may not be followed (e.g., third
person singular, male and female pronouns)
 Participate in social conversations with peers and adults on familiar topics by asking and
answering questions and soliciting information.
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 Identify the maid idea and some supporting details or oral presentations, familiar
literature, and key concepts of subject-matter content.
 Prepare and deliver short presentations on ideas, premises or images obtained from
various common sources.
Early Advanced Level
 Listen attentively to more complex stories and information on new topics across content
areas and identify the main points and supporting details.
 Retell stories in greater detail by including the characters, setting and plot.
 Make oneself understood when speaking by using consistent Standard English
grammatical forms, sounds, intonations, pitch and modulation but may make random
errors.
 Participate in and initiate more extended social conversations with peers and adults on
unfamiliar topics by asking and answering questions and restating and soliciting
information.
 Recognize appropriate ways of speaking that vary according to the purpose, audience and
subject matter.
 Respond to messages by asking questions, challenging statements or offering examples
that affirm the message.
 Use simple figurative language and idiomatic expressions (e.g., “heavy as a ton of
bricks,” “soaking wet”) to communicate ideas to a variety of audiences.
 Prepare and deliver presentations that use various sources.
Advanced Level
 Listen attentively to stories and information on topics; identify the main points and
supporting details.
 Demonstrate an understanding of figurative language and idiomatic expressions by
responding to such expressions and using them appropriately.
 Negotiate and initiate social conversations by questioning, restating, soliciting
information and paraphrasing the communication of others.
 Consistently use appropriate ways of speaking and writing that vary according to the
purpose, audience and subject matter.
 Prepare and deliver presentations and reports in various content areas, including a
purpose, point of view, introduction, coherent transitions and appropriate conclusions.
 Speak clearly and comprehensibly by using Standard English grammatical forms, sounds,
intonation, pitch and modulation.
Word Analysis
Beginning Level
 Recognize and correctly pronounce most English phonemes while reading aloud.
 Recognize the most common English morphemes in phrases and simple sentences.
Early Intermediate Level
 Produce most English phonemes comprehensibly while reading aloud one’s own writing,
simple sentences or simple texts.
 Use common English morphemes in oral and silent reading.
 Recognize obvious cognates in phrases, simple sentences, literature and content area
texts.
Intermediate Level
 Apply knowledge of common English morphemes in oral and silent reading to derive
meaning from literature and texts in content areas.
 Identify cognates (e.g., agonía, agony) and false cognates (e.g., éxito, exit) in literature
and texts in content areas
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Early Advanced Level
 Apply knowledge of word relationships, such as roots and affixes, to derive meaning
from literature and texts in content areas.
 Distinguish between cognates and false cognates in literature and texts in content areas.
Advanced Level
 Apply knowledge of word relationships, such as roots and affixes, to derive meaning
from literature and texts in content areas
 Distinguish between cognates and false cognates to derive meaning from literature and
texts in content areas.
Fluency and Systematic Vocabulary Development
Beginning Level
 Read aloud simple words presented in literature and subject matter texts; demonstrate
comprehension by using one to two words or simple-sentence responses.
 Respond with appropriate short phrases or sentences in various social and academic
settings(e.g., answer simple questions)
 Create a simple dictionary of wards frequently used by the student.
 Retell stories by using phrases and sentences
 Produce simple vocabulary (single words or short phrases) to communicate basic needs in
social and academic settings (e.g., locations, greetings, classroom objects)
Early Intermediate Level
 Use knowledge of literature and content areas to understand unknown words.
 Read simple paragraphs and passages independently.
 Demonstrate internalization of English grammar, usage and word choice by recognizing
and correcting some errors when speaking or reading aloud.
 Read aloud with appropriate pacing, intonation and expression one’s own writing of
narrative and expository texts.
 Use standard dictionary to find the meaning of known vocabulary.
Intermediate Level
 Use a standard dictionary to determine meanings of unknown words.
 Use knowledge of English morphemes, phonics, and syntax to decode text.
 Recognize simple idioms, analogies, figures of speech, (e.g., “take a fall”) and metaphors
in literature and texts in content areas.
 Demonstrate internalization of English grammar, usage, and word choice by recognizing
and correcting errors when speaking or reading aloud.
 Use decoding skills and knowledge of both academic and social vocabulary to read
independently.
 Recognize that some words have multiple meanings.
Early Advanced Level
 Use knowledge of English morphemes, phonics and syntax to decode and interpret the
meaning of unfamiliar words.
 Recognize that some words have multiple meanings and apply this knowledge to read
literature and texts in content areas.
 Use a standard dictionary to determine the meaning of unknown words (e.g., idioms and
words with multiple meanings)
 Use decoding skills land knowledge of academic and social vocabulary to achieve
independent reading.
 Recognize idioms, analogies and metaphors used in literature and texts in content areas.
 Read aloud with appropriate pacing, intonation and expression increasingly complex
narrative and expository texts.
Advanced Level
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 Recognize that some words have multiple meanings and apply this knowledge
consistently in reading literature and texts in content areas.
 Apply knowledge of academic and social vocabulary to achieve independent reading.
 Use common idioms and some analogies (e.g., “shine like a star”, “let the cat out of the
bag”) and metaphors.
 Use a standard dictionary to determine the meaning of unknown words.
Reading Comprehension
Beginning Level
 Read simple text and orally respond to factual comprehension questions by using key
words or phrases.
 Understand and follow simple multiple-step oral directions for classroom or work related
activities.
 Orally identify, using key words or phrases, the main ideas and some details of familiar
texts.
 Point out text features, such as the title, table of contents and chapter headings.
 Use pictures, lists, charts, and table found in information materials, newspapers and
magazines to identify the factual components of compare-and-contrast patterns.
 Orally identify examples of fact and opinion and cause and effect in simple texts.
Early Intermediate Level
 Read and orally respond to simple literary texts and texts in content areas by using simple
sentences to answer factual comprehension questions.
 Identify and follow some multiple-step directions for using simple mechanical devices
and filling out basic forms.
 Identify and orally explain categories of familiar informational materials by using simple
sentences.
 Read text and orally identify the main ideas and details of informational materials,
literary text, and text in content areas by using simple sentences.
 Read and orally identify examples of fact and opinion and cause and effect in written
texts by using simple sentences.
 Orally identify the factual components of simple informational materials by using key
words or phrases.
Intermediate Level
 Read literature and respond orally to it by answering in detailed sentences factual
comprehension questions.
 Read text and use detailed sentences to explain orally the main ideas and details of
information text, literary text and text in content areas.
 Understand and orally explain most multiple-step directions for using a simple
mechanical device and filling out simple applications.
 Identify and use detailed sentences to explain orally the differences among some
categories of informational materials.
 Understand and orally identify the features and elements of common consumer (e.g.,
warranties, contracts, manuals) and informational materials (e.g., magazines and books)
Early Advanced Level
 Identify and explain the main ideas and critical details of informational materials, literary
texts, and texts in content areas.
 Identify and explain the differences between various categories of informational materials
(e.g., textbooks, newspapers, instructional materials)
 Analyze a variety of rhetorical styles found in consumer (e.g., warranties, contracts,
manuals) and informational materials (e.g., magazines, newspapers, textbooks)
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Advanced Level
 Identify and explain the main ideas and critical details of informational materials, literary
text and text in content areas.
 Analyze a variety of rhetorical styles, found in consumer (e.g., warranties, contracts) and
informational materials (e.g., magazines, newspapers, textbooks and signs)
 Identify and analyze the differences between various categories of informational
materials (textbooks, newspapers, instructional manuals and signs)
Literacy Response and Analysis
Beginning Level
 Respond orally in one or two words to factual comprehension questions about simple
literary texts.
 Identify orally different characters and settings in simple literary texts by using words or
phrases.
 Role-play a character from a familiar piece of literature by using words and phrases.
 Create pictures, lists, and charts and table to identify the sequence of events in simple
literary texts.
 Recite simple poems
Early Intermediate Level
 Respond orally to factual comprehension questions about brief literary texts by answering
simple sentences.
 Read literary texts and orally identify the main events of the plot by using simple
sentences.
 Read a selection and orally identify the speaker or narrator.
 Identify the difference in points of view between first person and third person by using
simple sentences.
 Distinguish orally the characteristics of different forms of fiction and poetry by using
simple sentences.
 Describe orally in simple sentences a character in a brief literary text by identifying the
thoughts and actions of the character.
Intermediate Level
 Use expanded vocabulary and descriptive words in paraphrasing oral and written
responses to texts.
 Read text and use detailed sentences to respond orally to factual comprehension questions
about three forms of brief prose (e.g., short story, novel, essay)
 Apply knowledge of language to analyze and derive meaning from literary texts and
comprehend them.
Early Advanced Level
 Identify literary devices, such as narrative voice, symbolism, dialect and irony.
 Describe orally the major characteristics of several forms of poetry by using detailed
sentences.
 Describe the author’s point of view in literary text by using detailed sentences.
 Compare and contrast a similar theme across several genres by using detailed sentences.
 Describe orally and in writing a similar theme or topic by using detailed sentences.
 Read a literary selection and orally explain the literary elements of plot, setting and
characters by using detailed sentences.
 Describe the major characteristics of several forms of fiction and poetry: short story,
essay, novel, ballad, lyric and epic.
Advanced Level
 Analyze the setting (place, time customs) and its influence on the meaning of and conflict
in a literary text.
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 Identify and describe several literary elements and techniques in literary tests (e.g.,
figurative language, imagery, and symbolism)
 Compare and contrast a similar theme or topic across genres and explain how the genre
shapes the themes or topics.
 Analyze recurring themes across literary works (e.g., good and evil, loyalty and betrayal)
 Compare and contrast the motivation and reactions of characters across a variety of
literary texts.
 Analyze the elements of a plot, including its development and the way conflicts are
addressed and resolved.
Writing
Beginning Level
 Organize and record information from selected literature and content areas by displaying
it on pictures, lists, charts and tables.
 Create simple sentences or phrases with some assistance.
 Write a brief narrative by using a few simple sentences that included the setting and some
details.
 Use the writing process to write brief narratives and stories with a few standard
grammatical forms.
 Write simple compositions, such as descriptions and comparison and contrast, that have a
main idea and some detail.
 Complete basic business forms in which information such as one’s name, address and
telephone number is requested.
Early Intermediate Level
 Write simple sentences of brief responses to selected literature to show factual
understanding of the text.
 Use common verbs, nouns and high-frequency modifiers in writing simple sentences.
 Create a draft of a paragraph by following an outline.
 Write an increasing number of words and simple sentences appropriate for language arts
and other content area (e.g., math, science, history-social science)
 Write expository compositions, such as descriptions, comparison and contrast and
problem and solution, that include a main idea and some details in simple sentences.
 Collect information from various sources (e.g., dictionary, library books, research
materials) and take notes on a given topic.
 Proceed through the writing process to write short paragraphs that contain support in
details about a given topic. There may be some inconsistent use of standard grammatical
forms.
 Complete simple informational documents related to career development (e.g., bank
forms and job applications)
Intermediate Level
 Narrate a sequence of events and communicate their significance to the audience.
 Write brief expository compositions (e.g., description, comparison and contrast, cause
and effect and problem and solution) that include a thesis and some points of support.
 Develop a clear purpose in a short essay by appropriately using the rhetorical devices of
quotations and facts.
 Write responses to selected literature that exhibit understanding of the text, using detailed
sentences and transitions.
 Use more complex vocabulary and sentences appropriate for language arts and other
content areas (e.g., math, science, history-social science)
 Write documents related to career development (e.g., business letter, job application)
 Use complex sentence tin writing brief fictional biographies and short stories that include
a sequence of events and supporting details.
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 Use basic strategies of note taking, outlining, and the writing process to structure drafts of
simple essays, with consistent use of standard grammatical forms. (Some rules may not
be followed)
 Investigate and research a topic in a content area and develop a brief essay or report that
includes source citations.
Early Advanced Level
 Write in different genres (e.g., short stories and narratives) including coherent plot
development, characterization and setting.
 Develop a clear thesis and support it by using analogies, quotations, and facts
appropriately
 Write responses to selected literature that develop interpretations, exhibit careful reading
and cite specific parts of the text.
 Use appropriate language variations and genres in writing for language arts and other
content areas.
 Write pieces related to career development (e.g., business letter, job application, letter of
inquiry)
 Write persuasive expository composition that include a clear thesis, describe organized
points of support, and address a counterargument.
 Write detailed fictional biographies or autobiographies.
 Use strategies of note taking, outlining, and summarizing to structure drafts of clear,
coherent and focused essays with consistent use standard grammatical forms.
 Write an essay or report that balances information, has original ideas, and gives credit to
sources in a bibliography. Use appropriate tone and voice for the purpose, audience, and
subject manner.
Advanced Level
 Write persuasive expository compositions that include a clear thesis, describe organized
points of support and address counterarguments.
 Produce writing by using various elements of discourse (e.g., purpose, speaker, audience,
form) in narrative, expository, persuasive and or descriptive writing
 Use appropriate language variations and genres in writing for language arts and other
content areas.
 Write pieces related to career development (e.g., business letter, job application, letter of
inquiry, memorandum)
 Write responses to literature that develop interpretations, exhibit careful reading and cite
specific parts of the text.
 Develop a clear thesis and use rhetorical devices (e.g., analogies, quotations, facts,
statistics and comparison) to support it.
 Use strategies of note taking, outlining, and summarizing to structure drafts of clear,
coherent and focused essays by using standard grammatical forms.
 Write documents (e.g., fictional biographies, autobiographies, short stories and
narratives) that include coherent plot development, characterization, setting and a variety
of literary strategies (e.g., dialogue, suspense)
 Use various methods of investigation and research to develop an essay or report that
balances information and original ideas, including a bibliography.
English Language Conventions
Beginning Level
 Edit one’s own work and correct the punctuation.
 Identify basic vocabulary, mechanics, and sentence structures in a piece of writing.
 Revise one’s writing for proper use final punctuation, capitalization and correct spelling.
©K. Wyffels/R. Rosenzweig, Project GLAD, 2003
12
Early Intermediate Level
 Edit writing for basic conventions (e.g., punctuation, capitalization and spelling)
 Revise writing, with teacher’s assistance, to clarify meaning and improve the mechanics
and organization
 Use clauses, phrases, and mechanics of writing with consistent variations of grammatical
forms.
Intermediate Level
 Revise writing for appropriate word choice and organization with variation in
grammatical forms and spelling.
 Edit and correct basic grammatical structures and usage of the conventions of writing.
Early Advanced Level
 Create coherent paragraphs through effective transitions
 Revise writing for appropriate word choice, organization, consistent point o view and
transitions with some variation in grammatical forms and spelling.
 Edit writing for grammatical structure sand the mechanics of writing.
Advanced Level
 Revise writing for appropriate word choice and organization, consistent point of view and
transitions, using approximately standard grammatical forms and spelling.
 Create coherent paragraphs through effective transitions and parallel constructions
 Edit writing for the mechanics to approximate standard grammatical forms.
SCIENCE STANDARDS Grade 6
Investigation and Experimentation
6. Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept, addressing the content in the other three
strands, students should develop their own questions and perform investigations.
MATHEMATICS STANDARDS Grade 6
Mathematical Reasoning
1.0 Students make decisions about how to approach problems:
1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant
information, identifying missing information, sequencing and prioritizing information and
observing patterns.
1.3 Determine when and how to break a problem into simpler parts.
2.0 Students use strategies, skills, and concepts in finding solutions:
2.1 Use estimation to verify the reasonableness of calculated results.
2.2 Apply strategies and results from simpler problems to more complex problems.
©K. Wyffels/R. Rosenzweig, Project GLAD, 2003
13
3.0 Students move beyond a particular problem by generalizing to other situations:
3.1 Evaluate the reasonableness of the solution in the context of the original situation.
3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the
derivation by solving similar problems.
3.3 Develop generalizations of the results obtained and apply them in other circumstances.
©K. Wyffels/R. Rosenzweig, Project GLAD, 2003
14
Vocabulary for
Ancient Egypt, Mesopotamia and Kush
1. Egypt
2. Nile River
3. Giza
4. Kemet
5. Memphis
6. Thebes
7. Flax
8. Papyrus
9. Queen Hatshepsut
10. Ramses II
11. Old Kingdom
12. Middle Kingdom
13. New Kingdom
14. Pharaoh
15. Scribe
16. Hieroglyphics
17. Rosetta Stone
18. Drought
19. Irrigations
20. Archeologist
21. Civilization
22. Vizier
23. Mummy
24. Son of Re
25. Thoth
26. Hathor
27. Osiris
28. Hapi
29. Isis
30. Afterlife
31. Book of the Dead
32. Great Pyramid
33. Sphinx
34. Burial
35. Sarcophagus
©K. Wyffels/R. Rosenzweig, Project GLAD, 2003
36. A.D.—B.C.
37. C.E.—B.C.E.
38. Mesopotamia
39. Tigris
40. Euphrates
41. Silt
42. Sumer
43. Fertile Crescent
44. Alluvial plain
45. Emmer
46. Hammurabi
47. Hierarchy
48. Cuneiform
49. Pictographs
50. Ziggurats
51. Polytheistic
52. Monarchy
53. City-state
54. Kush
55. Nubia
56. Kushite Dynasty
57. Kermas
58. Meroë
59. Abu Simbel
15
Project G.L.A.D.
Ancient Egypt, Mesopotamia and Kush
Regina Rosenzweig and Kate Wyffels
Vacaville Unified School District
Planning Pages
I. Focus and Motivation
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Daily Read Aloud
Inquiry Charts
Observation Charts
Exploration Chart
Big Book
II Input
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Timeline
Pictorial Input
Graphic Organizer
World Map
Narrative-“King” Hatshepsut
Expert Groups
Egypt Map
Picture File Cards
CCD
III Guided Oral Practice
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Lecture with 10/2
Picture File Cards
T-graph
Process Grid
CCD
Where’s My Answer? (for practice test)
IV Reading/Writing
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Total Class
o Cooperative Strip Paragraph-transitions, conclusions
Group Practice
o Team Tasks
o Team Writing Workshop
o Ear to Ear Reading
o Expert Groups
Individual
©K. Wyffels/R. Rosenzweig, Project GLAD, 2003
16
o
o
o
o
o
Learning Logs
Text and You
Interactive Journal
Writer’s Workshop
Individual Tasks
o Research
 Background subject
 Specific pharaohs and social hierarchies
o Research
 Customs, religion, architecture, politics
o Write persuasive letter to the Ramses II
o Develop letter with presentation-plays, videos, reports in costume
V. Extended Activities
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Make Big Book
Posters
20 Questions
Jeopardy
Music from Egypt
Museum
VI. Closure
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Present Letter
Process All Learning/Inquiry
Ancient World Test
Egyptian Feast
Student Generated Tests
Graffiti Wall
Where’s My Answer?
Required Expository to Rubric
Required Poetry Piece
Team Feud
Personal Exploration
©K. Wyffels/R. Rosenzweig, Project GLAD, 2003
17
Ancient Egypt, Mesopotamia and Kush
Project G.L.A.D.
Sample Daily Lesson Plans
Day 1
Focus and Motivation
 Personal Standards & Reinforcers
 CCD/signal word - hieroglyphics
 Observation Walk
 Inquiry Chart & Picture File Cards
 Big Book and Personal Interaction
Input
 World Map
 Egypt Map
Reading and Writing
 Learning Log
Guided Oral Practice
 Poetry/Chant - Bugaloo
Input
 Timeline
Reading and Writing
 Portfolios & Team Organization
 Learning Log
Guided Oral Practice
 T-Graph - cooperation
 Exploration Report – Art & Architecture
 Poetry/Chant – Yes, Ma’am
Input
 Pictorial -Religion
Reading and Writing
 Journal
 Home/School Connection
©K. Wyffels/R. Rosenzweig, Project GLAD, 2003
18
Day 2
Focus and Motivation
 CCD – Review meaning of signal word, choose new word
 Process Home/School Connection
Input
 Review Timeline and finish and review Egypt Map with word cards
 Finish Pictorial
Guided Oral Practice
 Poetry/Chant – Sound Off – multiple meaning words
Input
 Narrative Input Chart - King Hatshepsut
o Reading and Writing – Learning logs
Guided Oral Practice
 ELD Group Retell Narrative
 Review & Add to T-Graph
 Team Tasks – introduce procedures & start name plate
Reading and Writing
 Expert Groups-Mesopotamia A
Input
 Graphic Organizer – Social Hierarchy
Guided Oral Practice
 Poetry/Chant – Here,There
Reading and Writing
 Writer’s Workshop – mind map – mini-lesson, write
 Interactive Journals-pass back, read, write
 Home/School Connection
©K. Wyffels/R. Rosenzweig, Project GLAD, 2003
19
Day 3
Focus and Motivation
 CCD/signal word: Review yesterday’s word; choose new signal word
 Process Home/School Connection
Guided Oral Practice
 Farmer in the Dell – Egyptians
 Here There Chant
 Trading Game
 Poetry/Chants
Guided Oral Practice
 Category cards for Process Grid
 Process Grid- first line, whole class--numbered heads
Reading and Writing
 Expert Group: Mesopotamia B
 Writer’s Workshop: mini-lesson on genres, write, author’s chair
 Interactive Journal
 Home/ School Connection
Day 4
Focus and Motivation
 CCD/signal word: Review yesterday’s word; choose new signal word
 Process Home/School Connection
 Review Big Book
Reading and Writing
 Model CCD
 Review with Experts/Team Tasks
Guided Oral Practice
 Process Grid: use numbered heads game
 Chants
Reading and Writing
 Flexible Reading Group: Clunkers and Links, SQ3R/Team Tasks
 Cooperative Strip Paragraph: respond, revise, edit
 Writer’s Workshop: Mini-lesson on autobiography vs. biography,
write, author’s chair
 Home/School Connection
©K. Wyffels/R. Rosenzweig, Project GLAD, 2003
20
Day 5
Focus and Motivation
 CCD/signal word: Review yesterday’s word; choose new signal word
 Process Home/School Connection
 Process Inquiry Chart
 Discuss Team Presentations/Team Evaluation
Reading and Writing
 Review Narrative with Dialogue Boxes
 Story Map
 Writer’s Workshop: mini-lesson on dialogue, write, author’s chair
 Flexible Reading Group: Cooperative Strip/Team Tasks
Guided Oral Practice
 Team Presentations
 Chants/poetry
Reading and Writing
 Listen and Sketch
 Ear-to-ear Reading with poetry booklet
 Read the Walls
 Letter Home
 Archeologist Awards
©K. Wyffels/R. Rosenzweig, Project GLAD, 2003
21
The Old Kingdom
2625 BC-2130 BC
• Best known for buildings an pyramids
• Before this time Pharaohs were buried
in flat/mud brick tombs called mastabas
• mummification
•The Great Pyramid of Giza was built in 2560
BC
•The Great Sphinx was built by Khafre from
2558-2532 BC
•Hieroglyphics were invented during this time
for communication.
•Rosetta Stone… not discovered until 1799 but
is believed to been created during this time
period.
Middle Kingdom
1980 BC-1630 BC
•2080 civil war split and then reunited Egypt
around 1980 BC
•Rule of Dynasty 12 considered high pt.
• Amenenhet in Lower Egypt took over as
pharaoh
•Trade expanded
•Lebanon traded wood
Nubia and Syria traded gold and copper
•Society changed and was divided by
social class
•Pyramid of power- slaves had some
freedoms
•Government changed when Sesotris III
was Pharaoh reorganized Egypt’s
bureaucracy. Before then the leaders
had too much power. System of
governors under the Pharaoh
New Kingdom
1539 BC-1075 BC
•Hyksos ruled for about 100 years- introduced
the chariot
•Was defeated in 1520 BC and the New
Dynasty began in 1539.
•Thutmose I ruled Thutmose II took over and
died left wife Queen Hatshepsut to rule only
woman
•By 1450 BC ruled it’s largest size from Syria
to Nubia
•Thetmose III reached it’s biggest size under
him
•Built pyramids but mummies of Kings were
hidden in the tombs in Valley of the Tombs
•Ramesses II ruled for 67 years, known as
Ramesses the Great.
• 9 year boy Tutankhaton became Pharaoh –
restored the old Egyptian gods and changed his
name to Tutankhamun which means “Living
Image of Amun” died at 18
R. Rosenzweig/Project GLAD, 2003
Ancient Egypt, Mesopotamia and Kush Process Grid
Civilization Geography
Agriculture &
Land and
Trade
Leaders &
Importance
Society
Writing &
Language
Religion
Politics
Architecture & Art
Int.
Facts
Egypt
23
©Wyffels and Rosenzweig, Project GLAD, 2003
Ancient Egypt, Mesopotamia and Kush Process Grid
Civilization Geograph
y
Agricultur
e
&
Land and
Trade
Leaders &
Importance
Society
Writing &
Language
Religion
Politics
Architectu
re & Art
Int.
Facts
Mesopotamia
24
©Wyffels and Rosenzweig, Project GLAD, 2003
Ancient Egypt, Mesopotamia and Kush Process Grid
Civilization Geograph
y
Agricultur
e
&
Land and
Trade
Leaders &
Importance
Society
Writing &
Language
Religion
Politics
Architecture & Art
Int.
Facts
Kush
25
©Wyffels and Rosenzweig, Project GLAD, 2003
Ancient Egypt, Mesopotamia and Kush Process Grid
Civilization Geograph
y
Agricultur
e
&
Land
Leaders &
Importance
Society
Writing &
Language
Religion
Politics
Architectu
re & Art
Int.
Facts
Israel
Greece
India
26
©Wyffels and Rosenzweig, Project GLAD, 2003
Ancient Egypt, Mesopotamia and Kush Process Grid
Civilization Geography
Agriculture &
Land &
Trade
Nile River Crops
annual
included
flooding
wheat,
in north
barley,
Africa
lettuce,
desert
beans,
Giza(Cair onions,
o today)
figs ,dates,
on the
grapes,
Nile.
melons,
Egyptians cucumbers
called it
, flax-used
Kemet
for Traded
means
barley,
Darkland
wheat,
because of gold,
dark,fertil papyrus
e sole
for cedar
along the
and pine
Nile.
to make
Important boats
cities were (from
Memphis Lebanon)
and
gold,
Thebes
silver,
copper,
gold,
ebony,
ivory
Leaders &
Importance
Society &
Politics
Writing &
Language
Religion
Architecture & Art
Int.
Facts
Egypt
Queen
Hatshepsutonly female
pharaohadvanced
commerce
& building
activitybuilt temple
at Thebes
-pharaoh ruler
Developed
hieroglyphic
s used 700
symbols to
write
records.
Rosetta
Stone-Jean
Champollio
n-decoded
hieroglyphic
s in 1799.
Hieroglyphi
cs were the
writing for
temples and
monuments/
Demotic
was the
writing for
everyday
use
Pharoah was
son of Re –
Re is a
falcon.
Thoth-god
of wisdom,
Hathorgoddess of
love, Osiris
god of dead,
Hapi god of
Nile,
prayers
written in
Book of the
Dead and
placed in
their tombs
believed in
the afterlife
The Great
Pyramid
The Great
Sphinx
pyramids
were
burial
place for
dead and
were built
for rulers
and
Pharaohs
Nile
flows
North
4,000
miles
Ramses II3rd ruler
during New
Kingdom
believed he
was a god
while he
was alive
good
harvests and
longevity
(hundreds of
children) led
to Egypt’s
prosperity.
-Nobles and
priests upper class
owned most
of the farm
land and
controlled
temples
Craftsworkers,
merchants,
scribes
-farmers
-slaves Most
important
government
official was
the vizier or
advisor to
carry out
Pharaoh’s
wishes
27
©Wyffels and Rosenzweig, Project GLAD, 2003
Ancient Egypt, Mesopotamia and Kush Process Grid
(Nubia
and
Syria)line
ns
28
©Wyffels and Rosenzweig, Project GLAD, 2003
Ancient Egypt, Mesopotamia and Kush Process Grid
Civilization Geograph
y
Agricultur
e
&
Land &
Trade
Means
Fertile
land
Crescentbetween
plateau in
two rivers north and
(in
south
Greek)alluvial
Euphrates plains dry
has few
soil and
tributaries hot
and Tigris. climate
Southern
crops:
region
barley
called
wheat
Sumer
emmer
(like
wheat)
onions
cucumbers
figs
apples/
sheep
goats
cattle for
meat milk
and wool/
horses
camels
donkeys
Leaders &
Importance
Society &
Politics
Writing &
Language
Religion
Architectu
re & Art
Int.
Facts
Mesopotamia
Hammurabi
king of
Babylon,
city-state in
Meso. later
called
Babylon
-282 laws
compiled in
the Code of
Hammurabi
-dealt with
everyday
life
marriage
divorce
slaves
murder
stealing “an
eye 4 an eye
and a tooth
4 a tooth”
punishmentpunished
with same
injury
engraved in
stone public
Sumerians
had citystates/social
classes:
highest was
king, priest;
middle was
merchants,
managers,
carpenters,
potters,
bricklayers,
doctors,
scribes/
lowest class
was slaves
who were
mostly
prisoners of
war.
Men had more
rights than
women-they
had control of
the home and
could divorce
for any
reason.
Writing system
was cuneiformbegan with
pictographs for
nature like sun
star and
mountain. They
were wedgeshaped symbols
made in clay
with a pointed
reed. Allowed
people to keep
records of
transaction,
could send
messaged with
couriers to far
away places and
allowed people
to pass on their
accumulated
knowledge to
future
generations
ziggurat
s or
temples
mud &
brick
polythei
stic—
many
gods/if
pleased
the gods
they’d
have
large
harvests.
Natural
disasters
floods
sign of
gods’
displeas
ure.
Enlil
god
wind,
rain/ Ea
god
waters
Ziggurats
made of
mud and
brick
Mesopot
amia
today is
used
wheel
and
sailboat
29
©Wyffels and Rosenzweig, Project GLAD, 2003
Ancient Egypt, Mesopotamia and Kush Process Grid
Farming
location
was the
mainstay
of their
economy.
Craftsmen
made clay
wood
leather/
metalwork
ers made
metals/Me
rchants
traded
wheat
barley
copper
tools like
ax heads
and plow
heads for
wood salt
raw
copper tin
and
precious
stonesfor
work
Sumeria had a
monarchy or
king
wisdom
30
©Wyffels and Rosenzweig, Project GLAD, 2003
Ancient Egypt, Mesopotamia and Kush Process Grid
Civilization Geograph
y
Agricultur
e
&
Land and
Trade
North
Rocky
Africa, on land,
the Nile in mostly
Upper
granite,
Nubia,
with high
from
cliffs
Egypt’s
rising
south
straight
border to
from the
modern
Nile/
day
copper
Khartoum, and gold
Sedan
in the
earth
Traded
pottery/be
came a
trade
center for
gold, salt
spices
elephants
and
rhinoceros
horns
being
traded
from
Leaders &
Importance
Society and
Politics
Writing &
Language
Religion
Architecture & Art
Int.
Facts
Kush
King Kashta
attacked
Egypt in
750 BC. His
son Piankhi
conquered
lower Egypt
and was the
start of the
Kushite
Dynasty
(dynasty 25)
in Egypt.
Pharaoh
Taharka
built many
temples and
pyramids
Kermas was
an important
city and had
great wealth
from trade.
Meroë was a
later Kush
capital and
became a
center for
iron-making
King had N
sudan parts of
S Egypt. Then
Egypt invaded
took Kush for
550 years.
Pharaoh in
Egypt had
governonr in
Kush the
King’s Son
Kush Later
Kushistes
then ruled
Egypt for 130
years.
Egyptian
hieroglyphics
recorded
achievements
on temple walls.
Then they
created a
Nubian written
language to
keep records of
trade-had 23
symbols. This
language is still
a mystery and
has not been
decoded.
They
were
polythei
stic, had
Nubian
and
Egyptia
n gods,
buried
their
king
with
gold,
ivory,
jewelry,
and his
weapons
outlined
the
grave
with
cattle
skulls
After
Egyptians
took over,
they build
cities and
templesimportant
are the
two
temples of
Abu
Simbel
Kush’s
location
between
Egypt and
Southern
Africa
made it an
ideal
trading
center.
Nubia is
the
homeland
of
Africa’s
earliest
black
culture
31
©Wyffels and Rosenzweig, Project GLAD, 2003
Ancient Egypt, Mesopotamia and Kush Process Grid
Civilization Geograph
y
Africa to
the Red
Sea
Agricultur
e
&
Land
Leaders &
Importance
Society
Writing &
Language
Religion
Architectu
re & Art
Int.
Facts
Israel
Greece
India
32
©Wyffels and Rosenzweig, Project GLAD, 2003
Ancient Egypt, Mesopotamia and Kush Process Grid
Narrative Input
His Majesty Queen Hatshepsut
The woman who reigned as a man
Women in ancient Egyptian society shared with men the right to own
property and businesses. Some women even became government officials and
trusted advisers to pharaohs. Few women, however, became pharaohs.
But Queen Hatsheput ruled with her husband, Thutmose II, her halfbrother. After the death of her husband, she refused to give up her rule to
Thutmose II, her husband’s son with another wife. She believed she deserved to
rule because she was the daughter of Thutmose I.
But she did become the pharaoh and in doing so, she became the first
important woman ruler in world history. She ruled during the New Kingdom, and she
helped bring strength and wealth to Egypt. She is remembered for her expansion
of trade routes and for sending expeditions to the land of Punt. You will now hear a
story about her coronation or crowning, as pharaoh.
And so arrangements for my coronation go forward. The sooner it takes
place, the better. Throughout the Two Lands and abroad, the edict of my ascension
to the throne is sent, only a few weeks before the ceremony. By tradition the
event takes place on a major religious holiday, in this case the Feast Of Opet. I
worry about my dress. As ceremony demands that the king wear the royal braided
beard strapped to his chin (no matter whether he has a beard of his own or not), I
shall certainly do so. Ought I then, to wear the long dress of a queen or the short
kilt of a king?
My advisor or vizier, who is the most important government official and high
Priest of Amun, Hapusoneb, is preoccupied with having to oversee so many
elaborate arrangements in such a short period of time.
“One of the problems, Majesty, is that the coronation ceremonies are
designed for men. How are we to change them?”
“There is no need to change anything, Vizier. I mean to rule as a king, with
the full powers of a king. And I shall dress as a king. The rituals, the titles, will
remain the same as these initiated by Narmer, first King of the Two Lands.”
And as I am resolved to be as resolute, as forceful as any king, I will begin
by donning full regalia, which has the symbols of royalty for my coronation. Around
my waist, over the short kilt, I fasten a broad belt adorned with a metal buckle in
R. Rosenzweig, Project GLAD, 2003
33
Ancient Egypt, Mesopotamia and Kush Process Grid
the form of my personal cartouche, which is a decoration with the name of a ruler
written in hieroglyphics. Tied to it in front is an apron of beads, in back a bull’s
tail. A girl attaches the beard to my chin. Over my wig is fitted the nems, the
leather head cloth with the two striped lappets falling forward over my shoulders.
For the ceremony I have ordered a dazzling gold and jeweled pectoral, which
is worn on the chest, suspended from a double gold chain. On each of my arms a girl
clasps a pair of wide bracelets, another on each wrist, a third pair of my ankles. On
my fingers rings are strung like chunks of beef on skewers. Surely I must weigh
twice as much as usual.
As I take a final peek in my silver mirror, I gasp to my dear servant, Henut,
“But I look like a mummy! One can hardly see the flesh for the gold.”
“Very appropriate, Highness.” Henut nods approvingly. “Egypt is wealthy
beyond measure. You are the symbol of that wealth.”
Perhaps so, but wealth, I find, does not always signal comfort.
The ceremony goes off with fanfare. Although the coronation of my husband
occurred fifteen years before, the rites are still clear in my memory.
I sit on a light throne borne by six slaves from the Great House to the royal
barge, which carries us down the river. From the shore to the temple the
procession is headed by heralds crying, “Earth, beware! Your god comes!” Rows of
soldiers pace before and behind my carrying chair and in back of them are
hundreds of priests.
Behind my chair a servant supports a long-handled sunshade to provide me
some relief from the sun, and beside me two young pages wave fans of ostrich
plumes. The tail of the procession - a very long tail - is made up of government
dignitaries, the nobility and foreign envoys, those from other countries as
representatives.
Most of the spectators sink to their knees, heads in the dust, although a
few bewildered country folk stand gaping in amazement. A guard motions them
sternly to bow. As Hapusoneb says,“Manners grow more and more out of fashion.”
Still the atmosphere is a happy mixture of reverence and rejoicing.
In the main hall of the temple the High Priest accompanies me to the throne
set on a dais, a raised platform. After prayers and hymns to Amon, the Priest
makes an address in which he repeats my father’s words uttered in a dream:
“I have appointed her to be my successor upon my throne. She it is,
assuredly, who shall sit upon my glorious throne, she shall order all matters for the
people in every department of the state; she it is who shall lead you.”
Finally, he pronounces me Lord of the Two Lands. I am seated on the Horusthrone and into my hands he puts the two scepters, emblems of Osiris; the golden
R. Rosenzweig, Project GLAD, 2003
34
Ancient Egypt, Mesopotamia and Kush Process Grid
crook and the golden flail with its handle carved in the form of a lotus flower. And
on my head he places one symbolic crown after another ending with the double
crown. This double crown combines the white crown of Upper Egypt and the red of
Lower Egypt with a golden cobra attached to the front. The cobra has the
reputation of spitting poisonous fire at anyone venturing too near to Pharaoh. The
whole thing is so heavy that my neck aches from the weight.
I say, “I myself am a god. That which happens, is meant. Nothing I say is
erroneous.”
Finally, it’s over and I am home in my suite, resting my head and painful neck.
The reception and banquet lie ahead, but those I can manage easily. In the distance
I hear the celebration of the people, with their eating and drinking, their singing
and dancing. Egypt’s treasury will sink this day like the Nile during harvest, but
then coronations do not happen every day, that of a queen practically never.
I, Makare Hatshepsut, am Pharaoh of all of Egypt! The thought is too
stupendous to fit into my head just yet. First I must view it from all sides… and
stoke it… and shape it… till it can slip naturally into place.
Little did I know I would rule for 21 years and nine months and build one of
Egypt’s finest temples.
R. Rosenzweig, Project GLAD, 2003
35
Ancient Egypt, Mesopotamia and Kush Process Grid
R. Rosenzweig, Project GLAD, 2003
36
Ancient Egypt, Mesopotamia and Kush Process Grid
Poetry Booklet
Archaeologist’s Name__________________
R. Rosenzweig, Project GLAD, 2003
37
Pharaohs Here
by K. Wyffels
Pharaohs here, pharaohs there
Pharaohs, pharaohs everywhere
Arrogant pharaohs ruling,
Juvenile pharaohs dictating,
Prosperous pharaohs trading,
And aristocratic pharaohs governing.
Pharaohs in the temples,
Pharaohs inside the tombs,
Pharaohs on the throne,
And pharaohs around Egypt!
Pharaohs here, pharaohs there
Pharaohs, pharaohs everywhere
Pharaohs! Pharaohs! Pharaohs!
Project GLAD/K Wyffels/2003
Yes, Ma’am
by K. Wyffels
Is this Ancient Egypt?
Is this the Old Kingdom?
How do you know?
Tell me some cities.
What’s Giza called now?
What’s another name for Egypt?
Where’s Egypt located?
What’s the river there?
Tell me something else.
What are the river cycles?
How did Egyptians irrigate?
What did the canals do?
Yes, Ma’am
Yes, Ma’am
It’s 2575 B.C.
Giza, Thebes and Memphis
It’s Cairo.
The gift of the Nile
North Africa
The Nile
It flows north 4,000 miles.
Flood and drought
With complex canals
Carried water to drier areas
Is this Ancient Egypt?
What was Egypt’s religion?
Who was Hapi?
Who was Hathor?
Who was Osiris?
Who was Isis?
What about Re?
Yes, Ma’am
Polytheistic
God of the Nile
Goddess of love
God of the dead
Osiris’ wife and a mother goddess
He was the highest deity and had a
falcon’s head.
Is this Ancient Egypt?
And who ruled Egypt?
Who helped him?
What did he do?
Yes, Ma’am
The pharaoh did
The vizier or advisor
Advised & enforced the pharaoh’s
laws and creeds
Yes, Ma’am
Yes, Ma’am
Is this Ancient Egypt?
Is this Ancient Egypt?
Project GLAD/K Wyffels/2003
Ancient World Bugaloo
by K. Wyffels
I’m an archaeologist and I’m here to say
I study civilizations everyday.
I investigate and analyze ancient times
Discovering people, places and climes.
The Nile, the Tigris and Euphrates too
Were the rivers of life-this is true.
Egypt, Kush, Mesopotamia too
Doing the ancient world bugaloo!
One of my colleagues was a famous guy-Jean-Francois Champollion—his name’s no lie.
He studied the Rosetta Stone and cracked the code
To decipher hieroglyphics of this I’m told.
The Nile, the Tigris and Euphrates too
Were the rivers of life-this is true.
Egypt, Kush, Mesopotamia too
Doing the ancient world bugaloo!
A famous site is The Valley of the Kings
Where pharaohs were buried with gold and rings.
Tutankhamun here was found
In a sealed sarcophagus beneath the ground.
The Nile, the Tigris and Euphrates too
Were the rivers of life-this is true.
Egypt, Kush, Mesopotamia too
Doing the ancient world bugaloo!
Project GLAD/KWyffels/2003
Ancient Egypt Sound Off
By K. Wyffels
I don’t know but I’ve been told
Ancient Egypt traded gold,
Barley, wheat and papyrus too
For wood and ebony it’s true.
Famous architecture from those days
--the Great Pyramid and Sphinx I say.
Pyramids were used to bury the dead.
They became the pharaohs’ final bed.
The Nile River flooded a lot
Leaving fertile soil on top.
So they grew figs and dates,
Melons, beans and grapes.
Bodies were preserved to prevent decay.
Sound Off - Ancient Egypt
Sound Off - Farmers and Slaves
Sound Off – 1,2,3,4 They Irrigated!
Sound Off - Ancient Egypt
Sound Off – Sarcophagus
Sound Off – 1,2,3,4 The Afterlife!
Their society had a hierarchy.
The ruler or pharaoh on top you see.
Then came nobles & priests it’s true;
Then merchants/ farmers and slaves
too.
The scribes wrote in picture form.
Hieroglyphics were the norm.
Using symbols to write history
Recording 700 pictures you see.
Sound Off - Ancient Egypt
Sound Off – Alphabetic Signs
Sound Off – 1,2,3,4 Scribes used
papyrus!
Project GLAD/K. Wyffels/2003
Mummification was their way.
Rolled in spices and linen so tight
Granted the mummy eternal life.
The
Important thing
About ancient Egypt is that
The contributions of that society
Have long affected the modern world.
However,
The Important thing
About ancient Egypt is that
The contributions of that society
Have long affected the modern world
RRosenzweig/Project GLAD/2003
42
Geography
•The ancient Egyptians thought of Egypt as being divided into two types of land, the “black land” and the “red land”. The “black”
land was the fertile land on the banks of the Nile River. The ancient Egyptians used this land for growing their crops. The Nile
was the only land in ancient Egypt that could be farmed because a layer of rich, black silt was deposited there every year after
the Nile flooded. The Nile was also a source of fish for the Egyptians.
•The Egyptians called the Nile Kemet, which means Darkland because of the dark, fertile soil. The rich soil allowed the
Egyptians to plant crops such as wheat, barley, lettuce, beans, onions, figs, dates, grapes, melons and cucumbers. Flax was
planted and harvested to make linens.
•The “red land” was the barren desert that protected Egypt on two sides. These deserts separated ancient Egypt from
neighboring countries and invading armies. They also provided the ancient Egyptians with a source for precious metals and semiprecious stones.
Trade
•Since the Nile provided such a wonderful opportunity to plant and harvest so many crops, some of these desirable crops were
used for trade. They included barley, wheat and papyrus. These were traded with Lebanon for cedar and pine to make boats.
They also traded with Nubia and Syria.
•Craftsmen in ancient Egypt were usually trained, skilled laborers. They were often well respected in the community and had a
comfortable lifestyle. Yet every craftsman's lifestyle and social standing depended on the quality of his skills and experience.
Thus, some craftsmen had more difficult lives than others.
RRosenzweig/Project GLAD/2003
43
Leaders
•There were many important pharaohs that led the ancient Egyptian people. Two particular pharaohs were Queen Hatshetput
and Ramesses II.
Queen Hatsheput
•Queen Hatsheput was the first female pharaoh that ruled. Born in the 15th century BC, Hatshepsut, daughter of Thutmose I
and Aahmes, both of royal lineages, was the favorite of their three children. When her two brothers died, she was in the unique
position to gain the throne upon the death of her father. To have a female pharaoh was unprecedented.
•As a favorite daughter of a popular pharaoh, and as a charismatic and beautiful lady in her own right, she was able to command
enough of a following to actually take control as pharaoh. She ruled for about 15 years, until her death in 1458 BC, and left
behind more monuments and works of art than any Egyptian queen to come.
Ramesses II•Ramesses II also known as Ramesses the Great, was the third ruler of Egypt's 19th Dynasty during the prosperous New
Kingdom. He was the third ruler during the New Kingdom. During his long reign of 67 years, everything was done on a grand
scale. No other pharaoh constructed so many temples or erected so many colossal statues and obelisks. No other pharaoh sired
so many children. It is believed that he had as many as fifty sons and fifty daughters.
•His many statues show his physical characteristics to include a prominent nose set in a rounded face with high cheek bones,
wide, arched eyebrows, slightly bulging, almond-shaped eyes, fleshy lips and a small, square chin. He is often portrayed with a
regal smile.
•Within his lifetime, Ramesses II was venerated as a god, particularly in Nubia. His reign is one of the most important because
of his longevity and his hundreds of children that led to Egypt’s prosperity.
RRosenzweig/Project GLAD/2003
44
Society-Pyramid of Power
•The most powerful person in ancient Egypt was the pharaoh. The pharaoh was the political and religious leader of the Egyptian
people, holding the titles: 'Lord of the Two Lands' and 'High Priest of Every Temple'. As 'Lord of the Two Lands' the pharaoh
was the ruler of Upper and Lower Egypt. He owned all of the land, made laws, collected taxes, and defended Egypt against
foreigners. The most important government official was the vizier or the advisor to carry out Pharaoh’s wishes.
•As 'High Priest of Every Temple', the pharaoh represented the gods on Earth. He performed rituals and built temples to honor
the gods.
•The second level of the pyramid was the nobles, governors, generals and chief priests. They were the upper class, and they
owned most of the land and controlled the temples.
•On the next level down of the pyramid were the skilled crafts workers, merchants and scribes. They helped develop the
economy of ancient Egypt. The scribes learned hieratic writing for listing taxes and recording accounts and hieroglyphs for
writing on tomb walls and monuments.
•Beneath that level were the professional mourners, minor priests, and priestesses and crafts workers. They too helped develop
the economy of their land.
•Below the crafts workers were the soldiers, sailors, and household servants. They were not rich, but were in fact poor, but
they were not on the bottom.
•At the bottom were the peasants and slaves who farmed the land and who built the temples and the pyramids. Normally, only
rich people could afford to have their bodies turned into mummies.
RRosenzweig/Project GLAD/2003
45
Writing
•The Ancient Egyptians developed hieroglyphics, which is a system of written communication using 700 symbols to write
records. They were used for temples and monuments.
•The discovery of the Rosetta Stone in July 1799 in the small village of Rosetta near the western delta of the Nile was crucial
in the understanding of Egyptians hieroglyphics.
• The text on the basalt slab appears in the form of hieroglyphs and Demotic (everyday Egyptian script) and in Greek. Jean
Francois Champollion was able to decipher the text.
Religion
•The Ancient Egyptians believed Pharaoh was the son of Re- the sun god. Their god was born each day and died each night.
• Some of the famous gods were:
Re, the sun god was pictured as a falcon.
Thoth was the god of wisdom.
Hathor was the goddess of love, and Osiris was the god of the dead.
Hapi was the god of the Nile.
•The Ancient Egyptians prayed prayers that were written in the Book of the Dead which was placed in their tombs.
•The pharaohs and other high society people were mummified and placed in tombs or pyramids. The Egyptians believed in the
afterlife. They believed when they died they would travel to the Next World, the Kingdom of Osiris.
RRosenzweig/Project GLAD/2003
46
Architecture and Art
•Many ancient Egyptian stone monuments still stand in the desert today. The architecture of this time included pyramids,
tombs, temples and statues. Craftsmen worked soft stone with bronze and copper chisels.
•The Great Pyramids at Giza, which is now Cairo, were faced with limestone and may have been capped with gold. The pyramids
were the burial place for the dead and were built for rulers and Pharaohs.
•The Great Sphinx guarded the pyramids at Giza. The statue had a human head (representing intelligence) on a lion’s body (a
sign of strength).
RRosenzweig/Project GLAD/2003
47
Name:__________________________________
Date:___________________
6th Grade Story Map
Title: (3.0)
Characters:
(3.2)
Author: (3.0)
Qualities of the characters: (3.2)
Genre: (3.0)
Fictional Form: (3.1)
Effects of the qualities of the characters on the plot and resolution of the conflict (3.2)
Speaker: (1st or 3rd person) (3.5)
Setting: (3.3)
Main events of the plot: (3.2)
Influence of the setting on conflict and
resolution of the plot (3.3)
Themes: (3.6)
Literary Devices (3.7)
Project GLAD/RRosenzweig/6th Grade Story Map
Archaeologist Award
Presented by Ms. Wyffels and Ms, Rosenzweig
February 6, 2004
-Pharaohs to Pyramids - Ancient Egypt-
Project GLAD/RRosenzweig/6th Grade Story Map
Expert Group – Mesopotamia - Expert 1
Geography: In Greek Mesopotamia means “the land between two rivers”.
Mesopotamia is located in between the Tigris and the Euphrates where the richest
soil is found. The two rivers often overflowed, leaving a layer of rich and fertile
silt on the ground. Silt made the land suitable for growing crops. The southern
region of Mesopotamia was called Sumer and the northern region was Assyria.
Agriculture/Land and Trade: The Fertile Crescent (the name for this region
because the shape of the area is like a half moon or crescent) had a plateau or
high flat lands, in the north and, in the south, alluvial plains or low, flat lands with
rich soils. Crops included barley, wheat, emmer (like wheat), onions, cucumbers,
figs, apples. They raised sheep, goats, and cattle to provide meat, milk, and wool.
Horses, camels and donkeys were used for work. Farming was the mainstay of their
economy. Craftsmen made clay, wood and leather. Metalworkers made metals, and
merchants traded wheat, barley, and copper tools like ax heads and plow heads for
wood, salt, raw copper, tin, and precious stones.
©K. Wyffels, Project GLAD, 2003
Expert Group – Mesopotamia - Expert 1 continued
Leaders & Importance: The most important leader was Hammurabi who
developed a code of law. (He was king of Babylon, a city-state in Mesopotamia,
which was later renamed Babylon.) Hammurabi collected 282 laws and compiled
them in the Code of Hammurabi. This code dealt with laws for everyday life like
marriage, divorce, slaves, murder and stealing. Many of the laws had “an eye of an
eye and a tooth for a tooth” type of punishment. This means whoever commits an
injury should be punished with that same injury. Laws were engraved in stone and
placed in a public location for all to see.
©K. Wyffels, Project GLAD, 2003
Expert Group – Mesopotamia - Expert 2
Writing & Language: Their writing system was cuneiform, which began with
pictographs for such words as sun, star, and mountain. They were wedge-shaped
symbols made in clay with a pointed reed. These pictographs allowed people to keep
records of transaction, to send messages with couriers to far away places and to
pass on their accumulated knowledge to future generations.
Religion: Sumerians built ziggurats or temples out of mud and brick. They were
polytheistic, meaning they believed in many gods. If they pleased the gods,
Sumerians believed they would have large harvests. Natural disasters like floods
were a sign of the gods’ displeasure. Enlil was the god of wind, rain and storm. Ea
was the god of waters and wisdom.
Society & Politics: Their society had social classes or a hierarchy: the highest
level was the king and priests; the middle level was merchants, managers,
carpenters, potters, bricklayers, doctors, and scribes. The lowest class was slaves
who were mostly prisoners of war. Sumeria had a monarchy or king in which one
person had complete authority over the city-state (including the city and the
farmlands around it).
©K. Wyffels, Project GLAD, 2003
Expert Group – Mesopotamia - Expert 2 continued
Architecture & Art: They constructed temples called ziggurats which were made
of mud and brick.
Interesting Facts: Mesopotamia today is Iraq. Sumerians were one of the first
peoples to use the wheel and the sailboat.
©K. Wyffels, Project GLAD, 2003
Expert Group – Kush – Expert 3
Geography: Kush was located in North Africa, on the Nile in Upper Nubia. Its
borders extended from Egypt’s south border to modern day Khartoum, Sedan.
Agriculture/Land and Trade: Kush had rocky land, mostly granite, with high cliffs
rising straight from the Nile. The earth was rich in minerals and ore such as
copper and gold. Kush traded pottery. It became a trade center for gold, salt,
spices, elephants, and rhinoceros horns being sent on the trade route from Africa
to the Red Sea.
Leaders & Importance: King Kashta attacked Egypt in 750 B.C. His son Piankhi
conquered lower Egypt and that was the start of the Kushite Dynasty (Dynasty 25)
in Egypt. Pharaoh Taharka built many temples and pyramids.
Society and Politics: Kermas was an important city and had great wealth from
trade. Meroë was a later Kush capital and became a center for iron-making.
Politics: The Kushite king controlled northern Sudan and some parts of southern
Egypt. Then Egypt invaded and claimed control of Kush for 550 years. The pharaoh
in Egypt had a governor in Kush called the King’s Son of Kush who did the day-today governing of Kush. Then, after many battles, the Kushites ruled Egypt for 130
years.
©K. Wyffels, Project GLAD, 2003
Expert Group – Kush – Expert 4
Writing & Language: Kushites used Egyptian hieroglyphics to record their
achievements on temple walls. Then, because they needed to keep records of
trade, they created a Nubian written language which had 23 symbols. This
language is still a mystery to anthropologists and has not yet been decoded.
Religion: The people of Kush were polytheistic, meaning they worshipped many
gods. They had both Nubian and Egyptian gods. When a king died, they buried their
king with gold, ivory, jewelry, and his weapons, and then they outlined the grave
with cattle skulls.
Architecture & Art: After Egyptians took over, they built cities and temples. The
most famous are the two temples of Abu Simbel.
Interesting Facts: Kush’s location between Egypt and Southern Africa made it an
ideal trading center. Nubia is the homeland of Africa’s earliest black culture.
©K. Wyffels, Project GLAD, 2003
Expert Group-Mesopotamia
Expert 1
Expert 2
Agriculture & Land and
Trade
Writing & Language
Mesopotamia
Geography
Religion
Leaders and Their
Importance
Ancient Civilization:
Politics
Architecture & Art
Society
Interesting Facts
©K. Wyffels, Project GLAD, 2003
Project GLAD
Ancient Egypt, Mesopotamia and Kush
Home/School Connection Day 1
Tell your parents what an archaeologist does and what job or career you
might like to have when you grow up.
X__________________________ parent signature
© Wyffels and Rosenzweig, 2004
Proyecto GLAD
Anciano Egipto, Mesopotámica y Kush
Conexión entre Hogar y Escuela día 1
Decir a sus padres lo que hace un arqueólogo y que carera piensas que te
gustaría tener en el futuro.
X__________________________ firma de padre/madre
© Wyffels and Rosenzweig, 2004
Project GLAD
Ancient Egypt, Mesopotamia and Kush
Home/School Connection Day 2
Tell your parents about the social hierarchy (pyramid) of ancient Egypt. How
many levels of society are in the pyramid? Who is on the top? Who is on the
bottom?
X__________________________ parent signature
© Wyffels and Rosenzweig, 2004
Proyecto GLAD
Anciano Egipto, Mesopotámica y Kush
Conexión entre Hogar y Escuela día 2
Hablar con sus padres sobre la estructura social (la pirámide) del Egipto
anciano. ¿Cuantos niveles están en la pirámide? ¿Quienes están en la parte
más alta? ¿Quienes están en la parte más abajo?
X__________________________ firma de padre/madre
© Wyffels and Rosenzweig, 2004
Project GLAD
Ancient Egypt, Mesopotamia and Kush
Home/School Connection Day 3
Tell your parents about one archeological structure in ancient Egypt
(pyramid, Sphinx, temple, etc.) Describe it.
X__________________________ parent signature
© Wyffels and Rosenzweig, 2004
Proyecto GLAD
Anciano Egipto, Mesopotámica y Kush
Conexión entre Hogar y Escuela día 3
Hablar con sus padres sobre una estructura arqueológico en Egipto anciano
como la pirámide, el esfinge, un templo, etc.). Descríbelo.
X__________________________ firma de padre/madre
© Wyffels and Rosenzweig, 2004
Project GLAD
Ancient Egypt, Mesopotamia and Kush
Home/School Connection Day 4
Tell your family three reasons why the Nile River was important to ancient
Egyptians.
X__________________________ parent signature
© Wyffels and Rosenzweig, 2004
Proyecto GLADTo
Anciano Egipto, Mesopotámica y Kush
Conexión entre Hogar y Escuela día 4
Decir a su familia tres razones porque fue importante el río Nilo a los
egipcios ancianos.
X__________________________ firma de padre/madre
© Wyffels and Rosenzweig, 2004
Table of Contents
Geography
Trade
Leaders
Queen Hatshetput
Ramesses 11
Society-Pyramid of Power
Writing
Architecture and Art
Religion
pg. 1
Pg. 2
Pg.3
PG.4
pg. 5
Pg. 6
Pg. 7
Pg. 8
© Wyffels and Rosenzweig, 2004
Name:______________________________________________ Date:_________________________________
TEXT
Name three major cities in Ancient Egypt.
YOU
If you could live back in time, where would you rather live,
Upper or Lower Egypt? Why?
© Wyffels and Rosenzweig, 2004
Name: ______________________________________________ Date:_________________________________
TEXT
Describe the coronation ceremony of Queen Hatshepsut.
YOU
What was your favorite part and why?
© Wyffels and Rosenzweig, 2004
Writer’s
Workshop
Archaeologist_____________________
© Wyffels and Rosenzweig, 2004