Learning Unit : Revised

LU Title:Ancient Egypt

Author(s):Donna Kohlbrenner

Grade Level: 6

School Address:Oxford Rd. Elementary

Oxford Rd., New Hartford 13413

Topic/Subject Area:Social Studies

School Phone/Fax(315)624-1220

Email:dkohlbre@nhart-oxford.moric.org

Procedural

Access information through the use of Electric Library, on-line encyclopedias, Internet search engines and teacher-created Internet Hotlists.

Use Powerpoint to create a presentation.

Declarative

Analyze the causes and effects of the yearly flooding of the Nile that led to the development of the calendar, irrigation and specialization.

Identifies the elements of and makes conclusions about the absolute power of Egypt’s Pharaohs.

Make generalizations about important geographical barriers and how they protected the ancient Egyptian civilization from outside forces.

Order the historical succession between the hieroglyphic writing system and the invention of paper.

Determine and label the location of Nile River, Upper and Lower Egypt, Mediterranean Sea, and ancient capitals.

Analyzes the logical consequences of discovering the Rosetta Stone.

Analyze the logical effects of ancient Egyptian religion (polytheism) upon the creation of mummification and pyramids.

Understand the different levels in the social pyramid in ancient Egypt.

Standard #2

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

• Key Idea 1. The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives.

• read historical narratives, myths, legends, biographies, and autobiographies to learn about how historical figures lived, their motivations, hopes, fears, strengths, and weaknesses
• study about different world cultures and civilizations focusing on their accomplishments, contributions, values, beliefs, and traditions.

Key Idea:. 2. Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.

• understand the roles and contributions of individuals and groups to social, political, economic, cultural, scientific, technological, and religious practices and activities
• gather and present information about important developments from world history
• understand how the terms social, political, economic, and cultural can be used to describe human activities or practices.

Standard #2. Students will access, generate, process, and transfer information using appropriate technologies.

Key Ideas. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

• use a variety of equipment and software packages to enter, process, display, and communicate information on different forma, using text, tables, pictures, and sound
• access needed information from printed media, electronic data bases, and community resources.

What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

Analyze the causes and effects of the yearly flooding of the Nile that led to the development of the calendar, irrigation and specialization.

Anticipation Guide

Reading for main ideas

Teacher-led discussion

Framed Paragraphs

Three Corners activity

Pass out the Anticipation Guide for the Nile River Valley. Have the students read the sentences and decide whether they agree or disagree. Check the left side. Together read the pages in the textbook and discuss. Have students fill in the right side of the Guide using the textbook. Students do a framed paragraph for the textbook pages. When they are done, go over together and have them self-correct. Pass out the "Gifts of the Nile" sheet to each. Have them decide which they deem the most important and why. Then, based on their choice, have them go to the corner that banners their choice. Each group has to defend their position as they debate with each other

Make generalizations about important geographical barriers and how they protected the ancient Egyptian civilization from outside forces.

Map packet
"Egypt: Gift of the Nile"
Inductive Reasoning Organizer 

Divide the class into pairs and pass out the following to each:

1. "Egypt:Gift of the Nile" sheet to each student
2. Map packet

Using the historical maps, have them find the answers. Go over together when they are done.Write on the board: "The ancient Egyptians were rarely invaded by outside forces." Pass out the Inductive Reasoning Organizer and have them write this on the top lines. Pass out the Induction rubric. Using the rubric, explain to class how to do the organizer. Using the maps and "Gift of the Nile" sheet, students complete the organizer. Allow about 25 minutes and then go over together.

Determine and label the location of Nile River, Upper and Lower Egypt, Mediterranean Sea, and ancient capitals.

Map

Textbook

Students label a map of ancient Egypt using their textbook.

Analyze the logical effects of ancient Egyptian religion (polytheism) upon the creation of mummification and pyramids.

Read for main idea

Textbook

Framed Paragraphs

Aliki’s Mummies Made In Egypt

Books on Egyptian gods and goddesses
Teacher-created Internet Hotlists

Read together the pages in the textbook and discuss. Students do a framed paragraph for the textbook pages. When they are done, go over together and have them self-correct. Put students in pairs. Each pair gets an Aliki book. Students will rotate through the computers and books on gods as they use the Aliki book. Students will find information on mummification and gods and goddesses. They will record their information in their notebooks. When done, students share what they have found with the class. They will be able to use this information in their culminating activity.

Identifies the elements of and makes conclusions about the absolute power of Egypt’s Pharaohs.

Read for main idea

Textbook

Framed Paragraphs

Tradebooks

Electric Library

On-line encyclopedias

Inductive Reasoning Organizers

Read together the pages in the textbook and discuss. Students do a framed paragraph for the textbook pages. When they are done, go over together and have them self-correct. Set up stations with tradebooks, Electric Library, and on-line encyclopedias. Put students in groups of three. Pass out two induction organizers, one for pharaohs and one for pyramids, to each student. Explain that they are going to rotate through the stations. They are to find new information (other than what is in the textbook) and complete the organizers. Emphasize that this information can be used in their culminating activity. Allow them 10-15 minutes at each station. When done, share with the class.

Order the historical succession between the hieroglyphic writing system and the invention of paper.

Read for main idea

Textbook

Framed Paragraphs

Read together the pages in the textbook and discuss. Students do a framed paragraph for the textbook pages. When they are done, go over together and have them self-correct.

Analyzes the logical consequences of discovering the Rosetta Stone.

"The Rosetta Stone"

Deduction Organizer and Rubric

Pass out the sheet "The Rosetta Stone" and read the top together. Have the students complete the bottom and go over together. Then pass out the deduction organizer and rubric. They may use their sheet as well as their framed paragraphs. Students complete the organizer. Collect for assessment.

Understand the different levels in the social pyramid in ancient Egypt.

Read for main idea

Textbook

Classification Organizer

Read together the pages in the textbook and discuss. Students fill in the classification organizer. When done, go over together.

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

Access information through the use of Electric Library, on-line encyclopedias, Internet search engines and teacher-created Internet Hotlists.

Think aloud to review steps.

Student/Teacher modeling of process.

Working in collaborative groups, students will use teacher-created Internet Hotlists to gather information about mummification and Egyptian gods/goddesses.

Working in collaborative pairs, students will use Electric Library and on-line encyclopedias to gather information about pharaohs and pyramids.

Use Powerpoint to create a presentation.

Computer teacher taught the process of creating a Powerpoint presentation through the use of modeling the steps as well as giving students a set of steps. Students shape the process through a practice presentation.

After gathering information using Electric Library, on-line encyclopedias, teacher-created Internet Hotlists and Internet search engines, students will create and present a Powerpoint presentation on a selected topic on Ancient Egypt.

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

Analyze the causes and effects of the yearly flooding of the Nile that led to the development of the calendar, irrigation and specialization.

Comparing

Classifying

Inductive Reasoning

Deductive Reasoning

Error Analysis

Analyzing Perspectives

Constructing Support

Abstracting

Other:

Using the information they gathered in the first learning experience, students will complete the Deduction graphic organizer on the yearly flooding of the Nile River. Students will write a cause and effect composition using notes from the graphic organizer.

 What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to..

What reasoning process will they be using?

Describe what will be done.

Depending upon the research topic chosen, the following pieces of content knowledge will be assessed:

1. Understands the role played by the unique geography of the Nile River Valley in shaping Egyptian civilization.
2. Understands the central place of religion in ancient Egyptian culture and the role of an absolute monarchy as a primary factor in Egyptian civilization.
3. Understands the nature of the hieroglyphic writing system and how it led to early attempts at paper-making and the importance of scribes.
4. Understands the different levels in the social pyramid in ancient Egypt.

Use Powerpoint to create a presentation.

Decision Making

(selecting from seemingly equal alternatives or examining the decisions of others)

Problem Solving

(seeking to achieve a goal by over coming constraints or limiting conditions)

Invention

(creating something to meet a need or improve on a situation)

Experimental Inquiry (generating an explanation for a phenomenon and testing the explanation)

Investigation **

(resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something)

Systems Analysis(analyzing the parts of a system and how they interact)

Other:

You are an archaeologist who has been studying ancient Egypt with a team. You are now going to a convention and will present your findings to your fellow archaeologists. You will use Powerpoint for your presentation and need to follow the guidelines.

1. You will work with a team. All of you will need to work on the computer as you put your presentation together. Take turns.
2. Students will investigate the question "Did Ancient Egypt influence other civilizations including our own in the area of _____________?". Students may choose from the following topics: Nile River/farming, government/pharaohs, pyramids, social classes/occupations, mummies, gods/goddesses or technological advances.
3. You will gather appropriate information from any resource available. You can use the textbook, trade books, Internet, Electric Library, on-line encyclopedias, other encyclopedias and anything else you can find.
4. You can have ten slides. You must have a title page with all of your names. You must have at least 4 graphics, 2 clip art and 2 photographs. Photographs can be imported from the Internet, Electric Library, on-line encyclopedias or scanned from a book. You have free choice on slide layouts, backgrounds, transitions, effects and sounds. You need to organize the information appropriately.
5. You will present your presentation to our classes using a television. You and your team will run the show. You will be graded at that time using the rubrics.

Elements

Scale

Technology

Graphics

Organization

Presentation

4

Excellent use of Powerpoint, including slide layouts, backgrounds, graphics, transitions, effects and sounds

Have more than 2 clip arts and/or 2 photographs that are accurately related to the topic

Excellent job of organizing information in presentation

All members of group speak clearly, are loud enough to be heard and are intelligible enough to be understood

3

Proficient use of Powerpoint, including slide layouts, backgrounds, graphics, transitions, effects and sounds

Have 2 clip art and 2 photographs that are accurately related to the topic

Proficient job of organizing information in presentation

Most members of group speak clearly, are loud enough to be heard and are intelligible enough to be understood

2

Has some difficulty with the use of Powerpoint, including slide layouts, backgrounds, graphics, transitions, effects and sounds

Have less than 2 clip art and/or 2 photographs that are accurately related to the topic

Has some difficulty with organizing information in presentation

Some members of group speak clearly, are loud enough to be heard and are intelligible enough to be understood

1

Little or no use of Powerpoint

Have no graphics

Little to no evidence of organizing information in presentation

Few or no members of group speak clearly, are loud enough to be heard and are intelligible enough to be understood

Elements

Scale

Technology

Graphics

Organization

Presentation

4

3

2

1