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The
Nile: A Gift to Egypt
Designed
by: Mary Harris, Hopkins Middle
1)
CORE CURRICULUM OBJECTIVE(S):
Locate the civilization along the Nile. (6WH3-3)
Explain the following aspects of the Nile River
civilization: important terms, government, religion,
economy, inventions and contributions, natural
resources, evolution of the civilization, its place
within a time reference, primary people, places,
events, social structures, education, and neighboring
cultures and their contributions. (6WH3-4)
Assess how the Nile was a "cradle of
civilization" and the relationship of this
civilization to the world today. This unit focuses
primarily on the Nile River civilization.
GRADE
LEVEL: Sixth SUBJECT(S):
World History
2)
OVERVIEW:
In
this unit on Ancient Egypt, the students will
experience, through participation, what it was like to
live in Egypt about 5,000 years ago. Specifically,
students will become involved in their own education
through a variety of exciting activities and tasks
guaranteed to increase their understanding and
appreciation of Egyptian history. The students will
study the geography of Egypt and its pharaohs, art,
beliefs, hieroglyphics and monuments. Students will
examine current issues in the Middle East. Students
will make maps of Egypt, research a topic, participate
in role-play activities, design a coffin, and
construct a pyramid model. Individual and group
projects will be presented to the entire class and
invited guests at an Egyptian Fair. These
projects/presentations will be assessed using a rubric
included in the unit.
3)
FOCUS/ESSENTIAL QUESTION(S):
What
contributions did the ancient Egyptians make to World
History?
Why
was the Nile River important to ancient Egyptians?
What
is the Nile River's impact on the modern world?
4)
TIME FRAME:
Twenty
50 minute class periods
5)
RESOURCES/MATERIALS:
Books:
World Cultures, Silver Burdette Ginn. Inc. 1993.
World Cultures, Review Master, Silver Burdette Ginn,
Inc. 1993.
Hotle, Patrick."The Glories of Egypt: The
Pyramids and The Sphinx". Mark Twain
Media, Inc. 1995.
Sans, Cathy."The Pyramid", J.Weston Walch,
Publisher. 1994.
Hotle, Patrick.Egypt and the Middle East: Ancient to
Present. Mark Twain Media, Inc',
Publishers Company . 1995.
The Internet Resource Directory for K-12 Teachers and
Librarians by
Elizabeth Miller
Internet
Sites:
Israel and Arab-Israeli Relations http://www.israel.org
http://eyelid.ukonline.co.uk/ancient/dynastyl.htm
The Seven Wonders of the Ancient World http://pharos.bu.edu/Egypt/wonders
Pharaoh's Heart
http://www.teleport.com/-ddonahue/egyptol.html
http://pharos.bu.edu/Egypt/wonders/pyramid.htm.
http://www.memst.edu/egypt/main.html
Alternative
Sites:
http://eyelid.ukonline.co.uk/ancient/dynastyl.htm
Ancient Egypt Fun Guide: Egypt, Land of the Pharaohs
http://www.bev.net/education/seaworld/egypt/egypt.html
Egyptian Mummies
http://www.si.edu/resource/fafq/nmnh/mummies.htm.
Ancient World Cultures
http://eawc.evansville.edu/index.htm.
Materials:
Map of Egypt
Modeling clay
Tempera paint with brushes or marker
Map template of Egypt
Heavy cardboard
Pictures and models of ancient monuments
Overhead projector
Collection of books and materials on Ancient Egypt
Tan butcher paper
Response slips
Eyedropper
Water
Desktop maps of Middle East
Class set of atlases
Internet connection
Compare and contrast handout
Enrichment
Resource:
Wyma, Brenda: Ancient Egypt: Literature Based
Activities. Creating Teaching Press. Inc.,
Cypress, CA, 1992.
6)
CULMINATING ASSESSMENT:
This
unit contains a variety of assessments. Students will
be assessed daily via a response slip which may be
counted as a participation grade or as points toward a
quiz grade. The vocabulary may be assessed via a test.
A rubric has been provided for each of the products
that may be used for evaluation. The main assessment
is the Egyptian Fair. A sample rubric is provided.
Students
will plan an Egyptian Fair to exhibit products created
during the unit.
Students
will be divided into collaborative groups of 4 or 5
Students will organize the exhibit in the media
center.
Students will create flyers and posters inviting the
community to visit. Students also will write letters
to the media.
Students will dress-up in Egyptian attire and serve
as tour guides for the exhibit.
The
tour will include the following exhibits/role-play:
clay model maps, Middle East maps, world leader's
charts, god/goddess reports, Egyptian coffins,
pyramids, pharaoh's role-play, crowns, hats, banners,
god's intervention stories and PLO/Israel essays.
|
Egyptian
Fair Rubric
Participant(s): Part I. The following products
should have been completed for the Egyptian
Fair. |
Complete |
Incomplete |
Not
Present |
|
5 |
3 |
0 |
| Clay
Model Map |
|
|
|
| Pyramid |
|
|
|
| Middle
East Map |
|
|
|
| Role
Play Pharaoh |
|
|
|
| Handwriting |
|
|
|
| World
Leader's Chart |
|
|
|
| Crown/
Hat/ Banner |
|
|
|
| God/Goddess
Report |
|
|
|
| God/Goddess
Story |
|
|
|
| Egyptian
Coffin |
|
|
|
| PLO/Israel
Essay |
|
|
|
| Extra
Credit |
|
|
|
| Extra
Credit |
|
|
|
Part
II.
CRITERIA
&
SCORE |
10
EXCELLENT |
8
GOOD |
5
FAIR |
3
POOR |
0
NO CREDIT |
|
TIMELINESS |
Project
is submitted on time. |
Project
is submitted one day late. |
Project
is submitted two days late. |
Project
is submitted more than two days late. |
Project
is not submitted. |
|
DISPLAY |
Easy
to understand. Content is specific. Appealing
and graphic |
Easy
to understand. Content is clear but not too
specific. Colorful |
Visual
appearance needs improvement. Content is not
clear. Appropriate use of colors. |
Visual
appearance is not pleasing. Not colorful |
Display
is not provided. |
| WRITTEN
MATERIAL |
Extensive
investigation of the topic. Good use of
technology. Detailed representation of the
facts |
Strong
development of topic. Use of technology
Appropriate facts and details. |
Adequate
development of topic.
Limited use of references. |
Weak
development of topic. References not provided. |
Not
related No development |
| ROLE-PLAY |
Detailed
knowledge about the role-playing situation.
Original looking costumes and props. Work well
with group |
Appropriate
knowledge about the role-playing situation.
Appropriate costumes and props. Work well with
group. |
General
knowledge about the role-play situation.
Costumes but no props. |
No
application of the role-play situation. No
costumes or props |
No
presentation |
| MAPS |
Detailed
development of land and water forms. Exceeds
requirements |
Strong
development of land and water forms. Meets
requirements. |
Adequate
development of land and water forms. |
Limited
development of land and water forms. |
Unrelated
use of materials. |
|
WRITING CRITERIA
Student Name:__________________
Product:_______________________
|
Excellent |
Good |
Poor |
|
5 |
3 |
0 |
Established
a clear beginning, middle, and
end of the story/essay report. |
|
|
|
| Details
given |
|
|
|
| Proper
paragraph form |
|
|
|
| Main
ideas easily identified |
|
|
|
| Handwriting |
|
|
|
| Paragraphs
make sense; clarity in thought |
|
|
|
| Use
of capital leers |
|
|
|
| Use
of punctuation |
|
|
|
| Spelling |
|
|
|
| Rating
for the story/essay/report |
|
|
|
|
ARTISTIC PRODUCTS
Student
name:_________________
Product:______________________
|
Quality |
Acceptable |
Not
Acceptable |
|
5 |
3 |
0 |
| Heading
(title, student name, period) |
|
|
|
| Appropriate
size, material, and subject |
|
|
|
| Visual
Appeal and Artistic Qualities: |
|
|
|
| Colors
used consistently for clarity |
|
|
|
| Labeling
and symbols neat, readable, logical |
|
|
|
| General
artistic skills (coloring, creativity, etc.) |
|
|
|
| Neat,
orderly, legible |
|
|
|
| Shows
some originality |
|
|
|
| Appropriate
content |
|
|
|
| Gives
significant details |
|
|
|
| Attractive
to view |
|
|
|
| Total |
|
|
|
|
ROLE-PLAY
Student
name:_________________ Group
Name:___________________
|
Quality |
Acceptable |
Not
Acceptable |
|
5 |
3 |
0 |
Preparation
for role-playing
1.
Knows about the role-playing situation
2.
Knows about the role to be played
3.
Has needed materials (costumes, AV, etc.)
4.
Knows the goal to accomplish when role-playing |
|
|
|
| ROLE-PLAYING
PRESENTATION
1.
Stays in character (does what person would do)
2.
Accomplishes the goal
3.
Works well with other group members |
|
|
|
| FOLLOW-UP
TO ROLE-PLAYING
1.
Can explain what was learned
2.
Can relate experience to real life, history,
etc.
3.
Can relate experience to own life, feelings,
goals |
|
|
|
| GRADE
FOR WHOLE ASSIGNMENT |
|
|
|
COMPARE
AND CONTRAST
HOW
ALIKE
HOW
DIFFERENT
WITH
REGARD TO
PATTERNS
OF SIGNIFICANT SIMILARITIES AND DIFFERENCES
CONCLUSION
OR INTERPRETATION
7)
INSTRUCTIONAL ACTIVITIES:
Day
1:
Focus Activity:
Students will brainstorm about what they know and
would like to know about Ancient Egypt.
Teacher
will place the areas of interest on a cognitive map.
Teacher
will inform students that they will be studying these
areas and others.
Teacher
should integrate student areas of interest during the
unit.
Teacher
will present important vocabulary for this unit to the
class. Students should define each word and use it in
a sentence.(Homework: see Vocabulary section)
Teacher
will display pictures/models related to the unit and
assign collaborative groups of 4 or 5.
In
groups, the students will write one or two sentences
about what they believe was the purpose of each item
in the display.
Pictures
/models for the display should include examples of the
following: a pyramid, coffin, sphinx, jewelry,
hieroglyphics, papyrus, Rosetta Stone, gold mask of
King Tut's face, mummy, ancient Egyptian headdress.
Pictures are taken from references.
Teacher
will monitor the groups and discuss the correct
answers with the entire class.
Daily
Assessment:
Students will be given a response slip on which they
will write at least two facts they have learned from
the day's activity. This may count as points toward a
quiz grade or participation grade.
Day
2 & 3:
Focus
Activity: The teacher will review the
vocabulary homework. Students should be able to
explain all terms by the end of this unit. (See
Vocabulary section)
The
teacher will introduce the geography of Egypt. (World
Cultures pp. 73-77)
The
students should read pages 73-77 in the World Cultures
textbook to become familiar with the geography of
Egypt.
The
teacher will guide a discussion, through questioning,
about the geography of Egypt. (See Sample Questions)
The
students will be placed in collaborative groups of 4
or 5 to work on a map activity.
Students
will be given a rubric describing the criteria for the
map.
Map
Skills: Using the overhead, the students will trace
the template from a map of Egypt onto a heavy
cardboard base.
The
students will roll modeling clay onto the template and
form a flat surface map of Egypt.
The
students should use a different color modeling clay to
create the major physical features of Egypt.
Using
a map as a guide and a dull pencil as a tool, students
should carve out the major bodies of water. Tempera
paint or markers may be used to paint the Nile, Red
Sea, and the Mediterranean Sea.
The
students should label ancient and modern places in
Egypt. (Cairo, Giza, Thebes, Memphis, Aswan, Sahara
Desert, Lower Egypt, and Upper Egypt.)
The
teacher will monitor each group and review each map
for accuracy.
Daily
Assessment:
Students will be given a response slip on which they
will write at least two facts they have learned from
the day's activity. This may count as points toward a
quiz grade or participation grade.
SAMPLE
QUESTIONS:
What is the capital of Egypt?
In what part of the country is the capital located?
In what are of the country did early Egyptians live?
What desert covers a large part of Egypt?
Into what body of water does the mouth of the Nile
flow?
How was ancient Egypt divided?
Enrichment
Activities:
Students may complete the handouts in the World
Cultures Workbook entitled "Egyptian
Geography" (p. 25) and "Looking at Egypt's
Geography"(p. 26).
Day
4:
Focus Activity: The
teacher will introduce the topic the "Gift of the
Nile."
Students
should complete the handout "Examining the Course
of the Nile" in the workbook on page 30. Teacher
should emphasize factors that caused the evolution of
the Nile civilization.
The
teacher will guide a discussion, through questioning,
about the Nile. (See Sample Questions)
Students
should be placed in their collaborative groups of 4 or
5.
Students
will review the criteria for the map.
Map
Skills:Using the map from Day #2,the collaborative
groups should use modeling clay to form the land
through which the Nile flows
Groups
should form clay at one end to resemble highlands and
clay at the other end to resemble lowlands. Students
may use an eyedropper to drop water onto the river to
test the flow of water.
Daily
Assessment: Students will be given a
response slip on which they will write at least two
facts they have learned from the day's activity. This
may count as points toward a quiz grade or
participation grade.
SAMPLE
QUESTIONS:
What factors determined the location of a settlement?
Why is Nile River called a "super highway in
Egypt?
How does the Nile River help Egyptian farmers?
Describe the Nile soil.
What does the Nile River give to Egypt?
How did the Nile River help spread the Egyptian
civilization to other parts of the world?
Day
5:
Focus
Activity: The teacher will introduce
the geography of the Middle East.
Students
should read about the Middle East on pages 598-615.
The
teacher will guide a discussion, through questioning,
about the Middle East. (See Sample Questions)
The
teacher will distribute desktop regional maps of the
Middle East and atlases to the students.
Students
may also refer to the maps on pages 649-651 in their
textbook.
Map
Skills: In collaborative groups, the students will
label the modern states of Egypt, Israel, Jordan,
Sudan and Libya. They will also label the Sinai
Peninsula, the Nile River, the Nile Delta, the Red
Sea, the Mediterranean Sea, the Gulf of Ababa, the
Gulf of Suez and the modern Suez Canal.
Teacher
will check the map for accuracy.
Inform
the students that over the next few days they will
compare the ancient and modern geography of the Middle
East.
Daily
Assessment:
Students will be given a response slip on which they
will write at least two facts that they have learned
from the day's activity. This may count as points
toward a quiz grade or a participation grade.
SAMPLE
QUESTIONS:
What civilizations make up the ancient Middle East
region?
Explain the name "Fertile Crescent".
What country make-up the modern Middle East?
Why was the name Middle East used to describe the
region?
What makes Israel unusual in the Middle East?
Day
6-9:
Focus Activity: The
teacher will introduce the topic of Egyptian pharaohs.
Students
will read about the ancient Egyptian society on pages
78-83. Students will also complete the handout
Understanding the Lesson on page 21 of the Review
Master.
Research
Activity: Students will choose an Egyptian ruler to
research and write a one to two page report about
his/her life and accomplishments.
Students
should use the research criteria listed below.
Students
may use web site http://www.teleport.com/-ddonahue/egptol.html
and teacher and student selected books for the
information.
Role-Play
Activity: Students will dress-up as the pharaoh they
researched and make props that relate to major
accomplishments in the ruler's life.
In
an oral presentation, the students will present the
life of their pharaoh.
Daily
Assessment: Students will be given a response slip on
which they will write at least two facts that they
have learned from the day's activity. This may counted
as points toward a quiz grade or a participation
grade.
RESEARCH
CRITERIA: The report should include the following:
period of the dynasty/family history location of the
tomb major events during his/her reign major
achievements reasons for decline
Day
10-12: Focus Activity: The teacher will discuss the
political climate of ancient Egypt and the modern
Middle East. (World Cultures pp. 78-79, 599-613).
The
teacher will address the unification of ancient Egypt
and possible implications for unity among modern
Middle East countries.
Research
Skills:
Using the Internet site http://eyelid.ukonline.co.uk/ancient/dynastyl.htm
and teacher selected books, in pairs the students will
research Menes' unification of ancient Egypt. Students
will note conflicts and solutions to problems.
Students
will read the article "The PLO and Israel: Can
They Live in Peace?" by Patrick Hotle.
Students
may also use Internet site http://www.israel.org for
additional information.
Students
should be able to answer the sample questions listed
below.
Using
the information, the students will compare and
contrast the major political philosophies of each
country.
Teacher
will provide time for feedback and sharing of
findings. Problem solving skills: As the double crown
symbolized the unification of Egypt, each student
should design a hat, crown, and poster or banner which
symbolically unifies the PLO and Israel.
Students
will write a one-page essay explaining how their
product illustrates the combined philosophies of the
two groups.
Students
will be given a rubric outlining the criteria for the
assignment.
Students
will present their products to the class and the
product will be displayed in the Egyptian Fair.
Daily
Assessment: Students will be given a
response slip on which they will write at least two
facts that they have learned from the day's activity.
This may count as points toward a quiz grade or a
participation grade.
SAMPLE
QUESTIONS:
Why is Jerusalem an important city to Muslims, Jews,
and Christians?
How does the Islamic religion guide Arab life?
Who is Yasir Arafat and what organization does he
lead?
What happened when Israel conquered the West Bank?
Who were the three leaders meeting at Camp David?
According to the agreement (the Camp David Accords),
what was to happen in the Sinai desert?
How did the PLO feel about the Camp David Accords?
What did Arafat do during the Gulf War?
What Israeli leaders worked with the PLO on self-rule
for the Palestinians?
Day
13-14:
Focus Activity:
Teacher will discuss the definitions of democracy,
dictatorship and communism. Students will brainstorm
the differences between a pharaoh and a modern world
leader.
Students
will review information about the Egyptian class
system (World Cultures p.79-81). Current Events
Activity: In collaborative groups, students will
research a world leader and his/her form of government
(democracy, dictatorship, and communism).
The
entire class will discuss this information.
Students
will complete compare and contrast handout.
In
groups, students will construct a chart illustrating
the unique aspects of their leader and structure of
his/her government.
Students
will review a rubric for the chart criteria.
Charts
will be presented to the class and displayed at the
Egyptian Fair.
Daily
Assessment: Students will be given a
response slip on which they will write at least two
facts that they have learned from the day's activity.
This may count as points toward a quiz grade or a
participation grade.
Day
15-16:
Focus
Activity: Teacher will introduce the
topic of Egyptian gods and goddesses. Teacher will
explain what is involved in a polytheistic society.
The following gods/goddesses will be discussed: Ra,
Thoth, Anubis, Osiris, Isis, Horus, and Seth.
Students
will be divided into collaborative groups of 4 or 5.
Research
Activity: Each group will select a god or goddess to
research.
Groups
will prepare a one-page report and a short oral report
to present to the class.
The
entire class will make an information bulletin board
about the gods and goddesses.
Homework:
Students will use information gained through the class
presentations to create a new god or goddess. Students
will write a story about their god's intervention in
the life of an ordinary Egyptian. The next day student
will review stories in pairs and the final product
will be presented in the Egyptian Fair.
Day
17-18:
Focus Activity: The teacher will
introduce the topic of the Egyptian belief in the
afterlife. The students will read pages 84-87.
Students will complete the Review Master handout on
page 22.
Teacher
will explain the mummification process.
Students
will look at several pictures of the mummy coffin.
In
collaborative groups, students will study pictures of
Egyptian coffins, noting their division into sections,
their use of hieroglyphics, etc.
Students
will outline the body of a group member on tan butcher
paper.
Student
will outline the jewelry, and props for example, a
headdress or mask.
Student
will draw facial features. Divide the bottom of the
coffin into sections using a variety of horizontal,
vertical, and diagonal patterns.
Students
will decorate the outline with Egyptian symbols and
paint.
Students
will present artwork to the entire class.
Daily
Assessment: Student will be given a response slip on
which they will write at least two facts that they
have learned from the day's activity. This may count
as points toward a quiz grade or a participation
grade.
Day
19-20:
Focus Activity: The
student will read about the pyramid on pages 85-87 in
the World Cultures textbook.
The
teacher will discuss the different types of monuments
build in Egypt. Students will discuss the structure of
each. Pictures/models should be on display in the
classroom.
In
collaborative groups of 4or 5, the students will read
two articles about pyramids and the sphinx. The
articles are entitled "The Pyramids" by
Cathy San and "The Glories of Egypt: The Pyramids
and The Sphinx"by Patrick Hotle.
Students
may also use "The Institute of Egyptian Art and
Archaeology" web site at http://www.memst.edu/egypt/main.html.
Critical
Thinking Activity: The students will complete the
sample questions.
After
completing the critical thinking activity, the
students will develop a strategy for building a
pyramid. Each group will be responsible for bringing
in the necessary materials to complete this
assignment.
During
the construction of the pyramid, each will be
responsible for keeping a journal of the progress and
hardships encountered in its construction.
Daily
Assessment: Journal entry of the
construction may count as points towards a quiz grade
or a participation grade.
SAMPLE
QUESTIONS:
How are Western burial customs different than those of
the ancient Egyptians?
If there was an American Sphinx, whose face do you
think should be carved on it? Why?
How would the Egyptians have felt about cremation?
Why?
Suppose a bill were proposed in Congress to spend $2
billion on a pyramid honoring an American president.
What would be your reaction?
VOCABULARY
Write
a definition for each word below. Then use each word
in a sentence.
1.
dune
2.
silt
3.
river's mouth
4.
papyrus
5.
pharaoh
6.
dynasty
7.
economy
8.
Kushite
9.
culture
10.
mummy
11.
pyramid
12.
sphinx
13.
hieroglyphics
14.
export
15.
canopic jars
16.
embalm
17.
resin
18.
natron
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