Ancient Egypt Thematic Unit - TEP-546-2017546+Ancient... · Ancient Egypt Thematic Unit TEP 546...

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Ancient Egypt Thematic Unit TEP 546 Jaclyn Riggs Jane Mills

Transcript of Ancient Egypt Thematic Unit - TEP-546-2017546+Ancient... · Ancient Egypt Thematic Unit TEP 546...

Ancient Egypt Thematic Unit

TEP 546 Jaclyn Riggs

Jane Mills

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Table of Contents

 

Rationale………………………………………………………………………………………………………………..…...p.  2  

Goals  and  Objectives  …………………………………………………………………………………………………...p.  3  

Planning  Web  ……………………………………………………………………………………………………………..p.  4  

Daily  Schedule  ……………………………………………………………………………………………………………p.  5  

Student  Learning  Styles/Differentiated  Instruction  ……………………………………………………...p.  6  

Day  One—Introduction  ………………………………………………………………………………………………p.  7  

Day  Two—The  Egypt  Game  …………………………………………………………………………………………p.  9  

Day  Three—Apple  Mummy  ……………………………………………………………………………………….p.  11  

Day  Four—Travel  Agent  WebQuest  …………………………………………………………………………..p.  14  

Day  Five—Papyrus  …………………………………………………………………………………………………...p.  16  

Day  Six—Gods  and  Goddesses  …………………………………………………………………………………..p.  18  

Day  Seven—Triangles  ………………………………………………………………………………………………p.  20  

Day  Eight—Virtual  Field  Trip  …………………..………………………………………………………………..p.  22  

Day  Nine—Geography  &  Natural  Resources  ………………………………………………………………p.  24  

Day  Ten—Egyptian  Masks  ………………………………………………………………………………………...p.  27  

Appendix/Teacher  Resources  …………………………………………………………………………………...p.  29  

Resource  Box  ……………………………………………………………………………………………………………p.  32  

Worksheets/Materials  ………………………………………………………………………………………………p.  33  

 

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Rationale  

The  California  K-­‐12  Academic  Content  Standards  state  that  students  in  grade  six  

must  be  able  to  “analyze  the  geographic,  political,  economic,  religious,  and  social  structures  

of  the  early  civilizations  of  Mesopotamia,  Egypt,  and  Kush.”  This  particular  unit  will  

concentrate  on  the  early  civilizations  of  Ancient  Egypt,  geography  of  Egypt,  the  art  and  

architecture  of  Egypt,  religious  beliefs  in  gods  and  goddesses,  and  other  Ancient  Egyptian  

traditions.  Students  will  be  exposed  to  the  importance  of  art  and  architecture  in  multiple  

lessons  within  this  unit  due  to  the  significance  it  holds  in  ancient  Egyptian  culture.    

Throughout  this  unit,  students  will  be  reading  The  Egypt  Game  and  completing  

various  activities  related  to  the  story.  This  book  reflects  the  historical  context,  culture,  and  

lifestyle  of  Egyptians.  In  this  unit,  students  are  required  to  complete  other  culminating  

activities  that  require  more  than  one  class  period  of  time,  but  will  benefit  them  immensely  

in  achieving  California  Academic  Content  Standards  in  the  content  areas  of  social  studies,  

language  arts,  math,  science,  technology,  visual  arts,  and  drama.      

Students  will  be  completing  a  variety  of  assessments  such  as  hands-­‐on  activities,  

experiments,  written,  and  oral  to  demonstrate  their  knowledge  and  understanding  of  

Ancient  Egypt.  Additionally,  students  will  work  in  a  variety  of  settings  including  

cooperative  learning,  independently,  and  whole-­‐class  instruction  to  gain  the  necessary  

knowledge  for  achieving  our  academic  goals  and  objectives.  

 

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Goals and Objectives

 

The  goal  of  this  thematic  unit  is  for  students  to  be  exposed  to  Ancient  Egypt  through  

a  variety  of  engaging  lesson  plans  to  encourage  students  to  appreciate  and  develop  a  

deeper  understanding  of  Ancient  Egypt.  Students  will  create  a  meaningful  connection  and  

gain  knowledge  of  Ancient  Egypt  throughout  the  entire  unit.  

 

Our  objectives  for  this  unit  are  to  meet  the  California  Academic  Content  Standards  

for  sixth  grade  social  studies  in  regards  to  Ancient  Egypt.  Additionally,  the  lessons  in  this  

unit  are  intended  to  meet  the  California  Academic  Content  Standards  in  other  various  

content  areas.  Each  of  these  goals  and  objectives  are  listed  in  greater  detail  within  the  

lesson  plan  for  each  day.  

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Planning Web

Ancient  Egypt  

Science  • Mummidication  • Weather  

Language  Arts  • Egypt  Game  book  • Heiroglyphics  • Expository  Essay  

Math  • Pyramid  • Triangles  • Egyptian  Number  System  

Geography  •  Irrigation  Project  • Map  Skills  

Fine  Arts  • Masterpiece  • Mask  • Heiroglyphics  • Egyptian  Music  • Reader's  Theater  • Gods  &  Goddesses  Skit  

•  Sarcophagus  • Canopic  Jars  

Technology  • Webquest-­‐-­‐Travel  Agent  

• Virtual  Field  Trip  

Social  Studies  • Museum  Project  

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Daily Schedule

   7:55  -­‐  8:10     Attendance/Morning  Routines    8:10  –  9:00       Math    9:00  –  10:30         Language  Arts    10:30  –  10:50     Recess    10:50  -­‐11:40     Social  Studies    11:40  –  12:20     Fine  Arts    12:20  –  1:00     Lunch    1:00  -­‐  1:50     Literature    1:50  –  2:35       Science  

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Student Learning Styles/Differentiated Instruction

Student Learning Styles

Students  in  this  classroom  come  from  various  cultures  and  backgrounds.  Each  of  

them  is  unique  in  their  background  knowledge  and  abilities  in  various  subjects.  

Additionally,  students  learn  in  various  styles  including  visual,  kinesthetic,  math,  spatial,  

musical,  interpersonal,  intrapersonal,  and  naturalist.  Students  have  various  strengths  in  

these  different  learning  styles  making  it  important  to  incorporate  lesson  plans  and  

activities  that  appeal  to  various  learners.  In  this  thematic  unit,  we  have  used  a  variety  of  

activities  and  strategies  that  engage  the  various  student-­‐learning  styles.  The  classroom  is  

full  of  students  who  are  strong  kinesthetic,  visual,  and  interpersonal  learners.  Therefore,  

most  of  the  activities  focus  on  appealing  to  these  students  without  disregarding  the  

students  of  the  other  learning  styles.  

English Language Learners (ELL)

-­‐ SDAIE  Strategies  such  as  KWL,  visuals,  realia  

-­‐ Modeling  

-­‐ Reduced/Modified  work  

-­‐ Additional  wait  time  Gifted and Talented Education (GATE)

-­‐ Compare  and  contrast  ancient  Egyptian  civilization  to  other  ancient  civilizations  

-­‐ More  challenging  activities/extension  activities  

-­‐ Use  Bloom’s  Taxonomy  for  higher  level  thinking  

Special Needs

-­‐ Preferential  seating  

-­‐ Consistent  schedule,  routine,  and  procedures  

-­‐ Additional  work  time  

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Day One/Introduction Subjects: Social  Studies,  Geography,  &  Music   Standards: Social  Studies  6.2.2  Students  analyze  the  geographic,  political,  economic,  religious,  and  social  structures  of  the  early  civilizations  of  Mesopotamia,  Egypt,  and  Kush.    Music  3.0  Students  analyze  the  role  of  music  in  past  and  present  cultures  throughout  the  world,  noting  cultural  diversity  as  it  relates  to  music,  musicians,  and  composers.   Objectives:

-­‐ Students  will  be  introduced  to  Ancient  Egypt.  -­‐ Students  will  be  able  to  identify  where  Egypt  is  located  in  relation  to  California.  -­‐ Students  will  be  able  to  identify  significant  geographic  features  of  Egypt.  -­‐ Students  will  discuss  and  identify  elements  of  music  as  well  as  analyze  the  role  of  

the  music  in  Egyptian  culture.   Materials:

-­‐ Egyptian  Music  -­‐ Ancient  Egypt  realia  -­‐ Steve  Martin  King  Tut  Video  -­‐ Interactive  Map    -­‐ Interactive  Google  Map  -­‐ Globe  -­‐ Large  Map  of  the  World  

Lesson:

1. Students  will  enter  the  classroom  and  Egyptian  music  will  be  playing  throughout  the  room  as  they  get  settled  down.  The  teacher  will  be  dressed  up  with  an  Egyptian  hat  and  have  various  artifacts  out  on  the  first  day.  

2. Once  students  are  settled  in  their  seats,  show  the  Steve  Martin  King  Tut  Video.  3. Play  Egyptian  music  while  the  students  complete  a  KWL  chart.    4. Create  a  class  KWL  chart  and  discuss  what  students  know  and  what  they  would  

like  to  know  with  a  focus  on  what  they  would  like  to  know.    5. Show  the  globe  and  a  map  to  show  where  Egypt  is  located  in  reference  to  

California.  Then,  show  a  closer  view  of  a  map  of  Egypt  to  introduce  students  to  its  geography  and  cities.  If  there  is  a  projector  available,  use  an  Interactive  Map  to  show  students  the  areas  and  how  to  say  city  names.  There  is  also  an  Interactive  Google  Map  with  descriptions  of  locations.  

6. Read  an  introduction  on  Egypt  to  introduce  students  to  the  lifestyle  of  Egyptians.  7. Play  the  Egyptian  music  and  discuss  the  role  of  music  in  Egyptian  culture  as  well  

as  the  elements  of  the  music  pieces  used  for  examples.  

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8. Have  students  complete  a  think-­‐pair-­‐share  activity  about  the  different  geographical  features  of  Egypt.  Have  them  discuss  why  they  think  the  large  cities  were  located  along  the  Nile  River.    

Assessment: The  teacher  will  informally  assess  student  knowledge  based  on  the  discussion  during  class  as  well  as  the  KWL  charts  that  the  students  create.  As  students  are  completing  the  think-­‐pair-­‐share  activity  at  the  end  of  class,  the  teacher  will  walk  around  and  listen  to  student  responses  and  interactions.  The  students  will  also  be  informally  assessed  during  the  class  discussion  with  regards  to  the  elements  of  music  and  the  role  that  music  played  in  ancient  Egyptian  culture.  

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Day Two  

Subjects: Social  Studies  &  Language  Arts   Standards: Social  Studies  6.2.2  Students  analyze  the  geographic,  political,  economic,  religious,  and  social  structures  of  the  early  civilizations  of  Mesopotamia,  Egypt,  and  Kush.   Language  Arts—Literary  Response  and  Analysis  2.0  Students  read  and  respond  to  historically  or  culturally  significant  works  of  literature  that  reflect  and  enhance  their  studies  of  history  and  social  science   Objectives:

-­‐ Students  will  be  reading  The  Egypt  Game  throughout  our  unit  of  study  for  Ancient  Egypt.    

-­‐ Students  will  demonstrate  their  understanding  of  the  text  on  four  levels:    factual,  interpretive,  critical  and  personal.  

-­‐ Students  will  gain  a  better  understanding  of  ancient  Egypt  and  its  influence  on  the  present  day  

-­‐ Students  will  gain  a  better  understanding  of  internal  and  external  conflicts  in  The  Egypt  Game.  

-­‐ Students  will  be  given  the  opportunity  to  practice  reading  aloud  and  silently  to  improve  their  skills  in  each  area.  

-­‐ Students  will  answer  questions  to  demonstrate  their  knowledge  and  understanding  of  the  main  events  and  characters  in  The  Egypt  Game  as  they  relate  to  the  author’s  theme  development  

-­‐ Students  will  enrich  their  vocabularies  and  improve  their  understanding  of  the  novel  through  the  vocabulary  lessons  prepared  for  use  in  conjunction  with  the  novel  

-­‐ Student’s  will  examine  the  author’s  use  of  diction  and  imagery  in  the  novel   Materials:

-­‐ The  Egypt  Game  by  Zilpha  Keatley  Snyder  -­‐ Blank  Game  Boards  for  each  group  -­‐ For  each  group:    20  playing  pieces-­‐10  each  of  two  different  styles  and  one  die    

   

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Lesson: 1. Students  will  be  introduced  to  the  book  The  Egypt  Game  on  Day  Two  of  our  Ancient  

Egypt  unit.    2. Desks  will  be  arranged  into  groups  of  5  or  6.    Allow  the  students  to  sit  where  they  

would  like,  as  long  as  they  do  not  disturb  the  pre-­‐arranged  groupings.    Each  group  is  then  given  a  game  board  and  a  set  of  20  playing  pieces-­‐10  each  of  two  different  styles  and  one  die  per  group.  

3. Without  any  further  instructions,  give  your  class  10-­‐15  minutes  to  ‘play  the  game’.    Be  sure  to  walk  around  the  room  to  maintain  order,  but  do  not  answer  any  questions  about  how  the  game  itself  should  be  played.    Ask  each  group  to  record  any  rules  or  order  for  play  as  they  develop.    (this  game  is  actually  based  on  the  ancient  Egyptian  game  of  Senet,  which  you  may  or  may  not  want  to  share  with  your  class.    Students  may  research  the  game  further  throughout  this  unit  if  time  permits)  

4. After  each  group  has  recorded  its  rules,  ask  one  member  of  each  group  to  read  the  rules  aloud  to  the  class.  

5. The  teacher  will  then  ask  the  following  questions:  a. How  did  you  feel  when  I  first  told  you  to  “use  the  game  boards  and  tokens  to  

play  any  way  that  you  like?”    Were  you  intimidated?    Excited?    Disinterested?  b. Did  the  game  become  more  challenging  or  less  challenging  without  an  

established  set  of  rules  to  guide  you?4  c. Was  your  group  able  to  come  to  an  agreement  regarding  the  way  the  game  

would  be  played?    If  so,  how  did  you  resolve  differences  of  opinion  to  reach  the  common  goal?    If  not,  what  were  the  biggest  obstacles?  

d. Were  you  able  to  clearly  define  the  rules  of  play  in  your  group?  6. Transition:    The  teacher  will  say,  “In  The  Egypt  Game,  we  are  going  to  read  about  a  

group  of  students  who  build  friendships  through  their  participation  in  a  game  with  no  set  rules,  not  unlike  the  experience  you  had  today.    For  the  remainder  of  this  unit,  the  groups  that  you  formed  today  will  be  known  as  your  ‘Egypt  Group.’    Whenever  we  work  in  groups,  you  will  work  with  the  Egypt  Group  that  you  established  today.”  

7. Predict  what  the  story  might  be  about  by  looking  at  the  cover.  8. Point  out  the  Newbery  Medal  that  The  Egypt  Game  won.    Talk  about  how  a  book  

receives  this  award  and  have  the  students  brainstorm  a  list  of  other  Newbery  Award  winners  they  have  read.  

9. Read  aloud  about  the  author  found  on  pg.  6  of  A  Guide  for  Using  The  Egypt  Game  in  the  classroom.  

10. Read  aloud  and  discuss  Chapter  One.    (vocabulary  for  the  novel  is  introduced  during  the  vocabulary  class)  

 ASSESSMENT: The  teacher  will  be  taking  an  informal  assessment  during  the  introductory  lesson  of  The  Egypt  Game.    The  teacher  will  be  walking  around  the  room  while  the  students  are  playing  the  game  to  ascertain  that  they  are  participating  within  their  group.      During  the  rest  of  the  novel,  the  students  will  be  participating  in  Literature  Circles  and  are  evaluated  according  to  their  assigned  roles.  Students  will  also  take  written  assessments  for  comprehension  and  vocabulary.

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Day Three Subjects: Social  Studies,  Science,  &  Arts   Standards: Social  Studies    

-­‐ 6.2.3  Students  understand  the  relationship  between  religion  and  the  social  and  political  order  in  Mesopotamia  and  Egypt.  

-­‐ 6.2.5  Discuss  the  main  features  of  Egyptian  art  and  architecture. -­‐ 6.2.9  Trace  the  evolution  of  language  and  its  written  forms.

 Science  6.7  Scientific  progress  is  made  by  asking  meaningful  questions  and  conducting  careful  investigations.  As  a  basis  for  understanding  this  concept  and  addressing  the  content  in  the  other  three  strands,  students  should  develop  their  own  questions  and  perform  investigations.  (focus  on  Standards  a,  d,  e,  &  g)    Visual  Arts  

-­‐ 1.0  Students  perceive  and  respond  to  works  of  art,  objects  in  nature,  events  and  the  environment.  They  also  use  the  vocabulary  of  the  visual  arts  to  express  their  observations.  (focus  on  standards  1-­4)  

-­‐ 2.0  Students  apply  artistic  processes  and  skills,  using  a  variety  of  media  to  communicate  meaning  and  intent  in  original  works  of  art.  

-­‐ 3.0  Students  analyze  the  role  and  development  of  the  visual  arts  in  past  and  present  cultures  throughout  the  world,  noting  human  diversity  as  it  relates  to  the  visual  arts  and  artists.  

Objectives:

-­‐ Students  will  be  able  to  explore  and  explain  the  process  of  mummification.    -­‐ Students  will  be  able  to  use  the  scientific  process  to  experiment  using  

mummification  of  an  apple  by  forming  a  hypothesis  and  recording  the  results.  -­‐ Students  will  be  able  to  create  a  mummified  apple  by  removing  the  moisture  from  

the  apple  and  preventing  bacteria  from  growing.    -­‐ Students  will  be  able  to  use  Egyptian  art  elements  and  knowledge  of  sarcophaguses  

to  create  their  own  sarcophagus.     Materials:

-­‐ 1  apple  per  student  -­‐ 1  popsicle  stick  per  student  -­‐ 1  zip-­‐lock  freezer  bag  per  student  -­‐ ¼  cup  of  salt  per  student  -­‐ ½  cup  of  sodium  carbonate  (powdered  bleach)  -­‐ ½  cup  bicarbonate  of  soda  (sodium  bicarbonate,  which  is  used  as  a  raising  agent  in  

baking)  

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-­‐ shoebox  or  small  wooden  boxes  from  Hobby  Lobby  (one  for  each  student)    

Lesson: 1. Begin  this  day’s  lesson  by  showing  a  Discovery  Education  video  called  Egyptian  

Mummies.    2. Have  students  read  in  their  textbooks  about  mummification.  As  a  class,  discuss  the  

process  of  mummification  and  the  reasons  for  mummification  in  Egypt.  3. Introduce  Apple  Mummy  Experiment:  Step-­‐By-­‐Step  Procedure  

a. Mix  the  salt,  sodium  carbonate,  and  bicarbonate  of  soda  into  the  plastic  bag.  b. Cut  a  face  into  your  apple  using  the  popsicle  stick.  Do  this  by  pushing  the  

stick  into  the  front  of  the  apple  to  make  eyes,  a  nose,  and  a  mouth  (be  creative).  

c. When  finished  with  the  face,  push  the  popsicle  stick  into  the  top  of  the  apple  so  it  makes  a  handle.  

d. Place  the  apple  into  the  bag  with  the  mixture  and  ensure  that  it's  covered  by  the  mixture  

e. Leave  the  bag  open  in  a  warm  dry  place  and  watch  what  happens  to  the  apple!  

4. This  experiment  will  take  approximately  15-­‐20  minutes  to  conduct.  In  just  a  few  days,  the  apple  will  become  mummified.  ***Note***  This  apple  is  NOT  meant  to  be  Once  you  take  a  look  at  the  final  result  you'll  probably  agree  it  isn't  something  you  would  consume.  Besides,  who  would  want  to  eat  a  mummy?  

5. Students  will  complete  the  scientific  process  by  recording  the  steps  for  the  experiment  and  creating  a  hypothesis  on  the  first  day.  Students  will  also  draw  a  picture  of  their  hypothesis.  Once  the  experiment  is  complete,  students  will  record  their  results  with  a  written  description  and  illustration  of  what  the  apple  looks  like.  

6. Observation  Questions  for  the  Apple  Mummy  can  include:  a. Why  do  you  think  the  apple  dried  and  shriveled  as  opposed  to  turning  brown  

and  decaying?    b. Does  the  apple  even  resemble  an  apple  once  it's  all  dried  up,  or  does  it  look  

more  like  a  shriveled  up  prune?    c. How  is  the  process  of  mummifying  the  apply  similar  to  the  process  used  by  

ancient  civilizations  in  mummifying  their  dead?  d. How  did  the  weight  change?  Record  your  findings  by  weighing  the  apple  

during  the  process.  7. Wondering  how  the  experiment  works?  The  powder  mixture  takes  all  the  moisture  

out  of  the  apple,  which  makes  it  difficult  for  bacteria  to  grow.  Without  the  water  and  bacteria,  the  apple  can't  decay,  so  it  just  shrivels  and  dries  up.  Again...  DO  NOT  EAT  THIS  APPLE!  

8. While  you  are  waiting  for  this  apple  mummy  to  be  completely  mummified,  students  can  also  make  a  sarcophagus  to  store  the  mummy  apple  in  just  as  mummies  were  kept  in  a  sarcophagus.  This  will  require  a  discussion  of  the  use  of  a  sarcophagus  as  well  as  what  they  looked  like.  

9. This  sarcophagus  lesson  can  be  made  using  small  wooden  boxes  found  at  Hobby  Lobby  or  with  a  shoebox.  Students  can  bring  in  any  materials  they  would  like  to  use  

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for  decorating  the  sarcophagus  such  as  jewels,  beads,  markers,  etc.  Show  students  pictures  of  a  sarcophagus  as  well  as  realia  found  of  a  model  of  a  sarcophagus.    

10. Students  should  use  Egyptian  art  and  hieroglyphics  to  create  their  sarcophagus.  Their  mummies  can  then  be  kept  in  their  sarcophagus  once  they  are  complete.      

 Assessment: Students  will  be  assessed  on  their  written  scientific  method  process  upon  completion  of  the  experiment.  The  teacher  will  assess  this  by  evaluating  their  ability  to  demonstrate  the  scientific  method  and  explain  the  process  and  effects  of  mummification.  The  observation  questions  will  also  be  included  in  their  work  in  order  to  assess  their  understanding  of  the  project  and  process  of  mummification.  

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Day Four

Subjects: Social  Studies,  Technology  &  Language  Arts   Standards: Social  Studies  6.2  Students  analyze  the  geographic,  political,  economic,  religious,  and  social  structures  of  the  early  civilization  of  Egypt.  (with  a  focus  on  standards  1,  2,  3,  5,  6,  8,  &  9)    Technology    

-­‐ Students  use  technology  to  locate,  evaluate,  and  collect  information  from  a  variety  of  sources  

-­‐ Students  use  technology  tools  to  enhance  learning,  increase  productivity,  and  promote  creativity.  

-­‐ Students  evaluate  and  select  new  information  resources  and  technological  innovations  based  on  the  appropriateness  for  specific  tasks.  

-­‐ Students  use  a  variety  of  media  and  formats  to  communicate  information  and  ideas  effectively  to  multiple  audiences.  

 Language  Arts      

-­‐ Listening  and  Speaking  2.2  &  2.4  Using  the  speaking  strategies,  students  will  deliver  informative  and  persuasive  presentations.  

Objectives:

-­‐ Students  will  continue  to  learn  about  various  aspects  of  Ancient  Egypt.  -­‐ Students  will  be  able  to  work  together  in  groups  of  four  to  research  different  aspects  

of  Ancient  Egypt,  synthesize  their  information,  and  design  and  present  a  multimedia  travel  brochure.  

-­‐ Students  will  be  able  to  discuss  and  interpret  the  various  elements  of  art  with  the  sarcophagus.  Students  will  then  use  these  elements  along  with  hieroglyphics  to  decorate  and  represent  Egyptian  culture  on  their  own  sarcophagus  to  hold  their  mummy  in.  

Materials:

-­‐ computers  with  internet  access  and  Microsoft  PowerPoint  -­‐ travel  brochures  for  realia  -­‐ copies  of  pages  from  WebQuest  for  each  student  

o Facts  Sheet  (12  per  team)  o Evaluation  Rubric  (1  per  team)  o Individual  Evaluations  (1  per  student)  

 

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Lesson: 1. Begin  class  by  asking  students  if  you  could  travel  anywhere  in  the  world,  where  

would  you  travel?  Then  ask  students  what  about  taking  a  trip  to  Egypt?!  Tell  the  class  that  today,  we  have  been  asked  by  the  Egyptian  Tourist  Bureau  to  design  a  multimedia  travel  brochure  to  promote  ancient  Egypt.  You  must  proceed  carefully  because  many  first-­‐time  tourists  are  counting  on  you.  Plus,  you  will  be  presenting  your  multimedia  brochure  to  sell  ancient  Egypt  at  the  Annual  Convention  of  Ancient  Travel  Agents  in  just  two  weeks.  Get  ready  to  sell  it!    

2. Show  students  how  to  get  to  the  Travel  Agent  to  Ancient  Egypt  WebQuest  and  walk  them  through  the  process  for  completing  the  WebQuest.  Also  include  a  short  tutorial  on  how  to  use  Microsoft  PowerPoint.  (There  is  a  PowerPoint  Tutorial  within  the  WebQuest)  Review  how  students  need  to  be  persuasive.  

3. Next,  divide  the  class  into  heterogeneous  groups  of  four  students  per  team.  Hand  out  Facts  Sheet  and  Evaluation  Rubric  from  the  WebQuest  for  students  to  begin  working  on.  

4. Once  the  groups  have  completed  their  PowerPoint  Presentations,  have  students  present  them  to  the  class.  Students  will  be  required  to  contribute  equally  to  the  project  and  will  complete  individual  evaluations.  They  will  also  decide  which  presentation  was  the  most  convincing  (without  voting  for  their  own  presentation).  

 Assessment: Students  will  be  assessed  by  using  the  4-­‐point  scale  rubric  attached  to  the  WebQuest.  In  addition,  students  will  be  evaluated  by  their  peers  using  the  individual  evaluations.  The  teacher  and  class  will  be  evaluating  the  presentations  based  on  how  convincingly  you  “sell”  Ancient  Egypt,  so  feel  free  to  be  dramatic!    

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Day Five

Subjects: Social  Studies  &  Art   Standards: Social  Studies    

-­‐ 6.2.5  Discuss  the  main  features  of  Egyptian  art  and  architecture.  -­‐ 6.2.9  Trace  the  evolution  of  language  and  its  written  forms.  

 Visual  Arts    

-­‐ 1.0  Students  perceive  and  respond  to  works  of  art,  objects  in  nature,  events  and  the  environment.  They  also  use  the  vocabulary  of  the  visual  arts  to  express  their  observations.  (focus  on  standards  1-­4)  

-­‐ 2.0  Students  apply  artistic  processes  and  skills,  using  a  variety  of  media  to  communicate  meaning  and  intent  in  original  works  of  art.  

-­‐ 3.0  Students  analyze  the  role  and  development  of  the  visual  arts  in  past  and  present  cultures  throughout  the  world,  noting  human  diversity  as  it  relates  to  the  visual  arts  and  artists.  

Objectives:

-­‐ Students  will  be  able  to  make  their  own  papyrus  just  as  the  ancient  Egyptians  did.  -­‐ Students  will  be  able  to  include  hieroglyphics  to  communicate  a  message.  -­‐ Students  will  be  able  to  use  various  symbols,  colors,  and  a  profile  perspective  to  

create  a  representation  of  Egyptian  art  on  papyrus.   Materials:

-­‐ 1  paper  bag  or  piece  of  paper  per  student  -­‐ White  Glue    -­‐ Water  -­‐ Flat  container  -­‐ Paper  towels  -­‐ Newspaper  -­‐ Markers  and  Chalk  or  Oil  Pastels    

Lesson: 1. Present  various  pieces  of  artwork  on  papyrus  to  the  students.  Also  show  physical  

realia/visuals  if  available.    2. Discuss  and  note  the  various  art  elements  presented  in  these  pieces  of  art  including  

color,  perspective,  line,  space,  form,  etc.  Also  discuss  the  meaning  behind  Egyptian  art.  

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3. Introduce  students  to  the  use  of  hieroglyphics,  which  can  be  found  in  most  Egyptian  art.  Pass  out  a  reference  sheet  for  the  Egyptian  alphabet.  Have  students  practice  by  writing  their  name  in  hieroglyphics.  

4. Discuss  how  ancient  Egyptians  had  to  make  paper  from  papyrus  reeds.  Tell  the  students  that  we  will  be  creating  our  own  papyrus  and  art  project.    

a. To  make  paper,  Ancient  Egyptians  flattened  and  smashed  stalks  of  the  papyrus  plant.  Then  they  placed  the  stalks  running  up  and  down  in  one  layer  and  side-­‐to-­‐side  in  the  other.  Here’s  how  to  make  paper  using  a  similar  technique.  Cover  your  craft  surface  with  newspaper  or  make  your  paper  outdoors.        

b. Make  the  paper!  Mix  an  equal  amount  of  White  Glue  and  water  in  a  flat  bowl.  Tear  a  brown  paper  bag  into  strips.  Lay  a  paper  towel  on  the  newspaper.  Dip  strips  one  at  a  time  in  the  glue  mix.  Lay  them  on  the  paper  towel  with  their  edges  overlapping.  Press  the  strips  smooth.  Arrange  more  strips  going  across  the  first  layer.  Press  smooth.  Air-­‐dry  your  paper.    

c. Decorate  your  paper.  Use  markers,  chalk  pastels  or  oil  pastels  to  decorate  your  Egyptian  Papyrus  Paper.  Have  students  draw  pictures  using  similar  art  elements  as  discussed  earlier  in  class.  Prior  to  having  students  complete  the  artwork,  discuss  the  rubric  with  them.  Students  need  to  include  hieroglyphics  and  at  least  two  other  elements  found  in  the  art  pieces  presented.  

 Assessment: Students  will  be  assessed  based  on  a  rubric  that  evaluates  students  on  their  use  of  and  representation  of  Egyptian  art  elements.  Student  artwork  will  be  evaluated  for  inclusion  of  art  elements  rather  than  artistic  ability.  

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Day Six

Subjects: Social  Studies  &  Theatre   Standards: Social  Studies    

-­‐ 6.2.3  Understand  the  relationship  between  religion  and  the  social  and  political  order  in  Egypt.  

-­‐ 6.2.9  Trace  the  evolution  of  language  and  its  written  forms.    Theatre  

-­‐ 2.2  Use  effective  vocal  expression,  gesture,  facial  expression,  and  timing  to  create  character.  

-­‐ 2.3  Write  and  perform  scenes  or  one-­‐act  plays  that  include  monologue,  dialogue,  action,  and  setting  together  with  a  range  of  character  types.    

Objectives: -­‐ Students  will  be  able  to  write  and  perform  a  skit  with  a  group  of  4-­‐5  students  about  

3  Egyptian  gods  and  goddesses.  -­‐ Students  will  use  vocal  expression,  gesture,  facial  expression,  and  timing  to  develop  

a  character  in  their  performance.  -­‐ Each  student  will  contribute  equally  to  the  group  and  participate  in  the  

performance.  -­‐ Students  will  complete  a  worksheet  to  show  knowledge  of  the  different  gods  and  

goddesses.   Materials:

-­‐ Reference  Materials  for  each  group  with  information  about  their  gods  and  goddesses  

-­‐ Egyptian  Myth  for  introduction  -­‐ Crossword  Puzzle  Worksheet  -­‐ Art  Piece  Worksheet  -­‐ Compare  Polytheism  Worksheet  (for  GATE  students)    

Lesson: 1. Begin  the  lesson  by  reading  and  showing  students  the  Egyptian  myth  to  introduce  

the  beliefs  of  the  Egyptians  regarding  the  creation  of  the  world.  This  story  will  also  introduce  the  various  gods  and  goddesses  for  this  lesson.  Egyptians  believed  that  it  was  important  to  recognize  and  worship  these  gods  and  goddesses  so  that  life  continued  smoothly.  

2. Divide  students  into  cooperative  learning  groups  of  4-­‐5  students,  in  heterogeneous  groups.  Assign  each  group  3  gods  or  goddesses  to  research  and  develop  a  skit  to  

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present  to  the  class  in  order  to  teach  their  classmates  about  each  god  or  goddess.  Each  group  will  be  provided  with  research  material  to  use  regarding  their  assigned  gods  or  goddesses.  

3. Allow  students  to  work  in  groups  to  develop  their  skit  for  10-­‐15  minutes.  Then,  randomly  select  groups  to  present  their  skit  to  the  class.  Students  will  need  to  take  notes  on  each  skit  so  they  can  learn  who  each  god  or  goddess  is.    

4. As  a  class,  review  the  various  gods  and  goddesses.  Discuss  the  importance  of  the  gods  and  goddesses  to  the  Egyptian  culture.    

5. At  the  end  of  class,  provide  students  with  the  reference  materials  that  describe  each  god  and  goddess.  They  will  use  these  reference  materials  to  identify  the  gods  and  goddesses  in  the  art  piece  along  with  the  crossword  puzzle  to  review  each  god  and  goddess.  For  GATE  students,  we  will  provide  a  different  worksheet  that  requires  higher-­‐level  thinking.  This  worksheet  is  a  comparison  of  the  Sumerian  gods  and  goddesses  to  the  Egyptian  gods  and  goddesses.  Students  may  begin  these  in  class  and  take  them  home  as  homework  to  finish.  

 Assessment:  Students  will  be  evaluated  based  on  their  performance  and  participation  in  their  group  skit.  Students  will  also  be  evaluated  on  their  ability  to  create  character  using  expression,  gestures,  and  timing.  Lastly,  student  homework  will  be  assessed  for  completeness,  effort,  and  understanding.  

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Day Seven

Subjects: Social  Studies  &  Math   Standards: Social  Studies    

-­‐ 6.2.5  Discuss  the  main  features  of  Egyptian  art  and  architecture.  -­‐ 6.2.9  Trace  the  evolution  of  language  and  its  written  forms.  

 Math    

-­‐ 1.3  Know  and  use  the  formulas  for  the  volume  of  triangular  prisms.    -­‐ 2.3  Draw  quadrilaterals  and  triangles  from  given  information  about  them  

Objectives:

-­‐ Students  will  be  able  to  identify  the  characteristics  of  a  triangular  prism;  including:  the  square  base  and  isosceles  triangle  faces.  

-­‐ Students  will  be  able  to  calculate  the  volume  of  a  triangular  prism.  -­‐ Students  will  be  introduced  to  the  architecture  of  ancient  Egypt,  including  the  

extensive  use  of  pyramids  essential  to  their  civilization.    Materials:

-­‐ Pictures  of  pyramids  -­‐ Math  manipulative  of  pyramid  (realia)  -­‐ Magazines,  newspapers,  or  books  for  students  to  find  examples  of  the  use  of  

triangles  in  architecture  -­‐ Pyramid  Pattern  printed  on  cardstock  or  glued  to  construction  paper  -­‐ Triangular  Prism  Worksheet  

Lesson:

1. Have  students  look  through  magazines,  newspapers,  or  books  for  examples  of  the  use  of  triangles  in  architecture.  Discuss  the  various  examples  that  the  students  found.  

2. Show  pictures  of  the  Egyptian  pyramids  to  the  class.  Have  students  read  the  textbook  about  pyramids.  Then,  have  a  short  class  discussion  about  what  they  learned  about  the  pyramids.    

3. Next,  pass  out  pyramid  template  worksheet.      a. Show  students  Egyptian  Number  Chart  and  have  them  translate  their  birth  

date  onto  one  face.  b. Show  the  students  hieroglyphics  and  have  them  write  their  name  on  one  

face.  c. Draw  two  different  gods  or  goddesses  one  on  each  face  (2  faces  total).  Write  

a  sentence  about  his  or  her  function  below  the  drawing.  

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d. Have  students  construct  the  pyramid  by  gluing  or  taping  the  tabs  down.    4. Then,  have  students  measure  the  sides  of  the  base.  Discuss:  What  pattern  do  they  

see?  [The  sides  are  equal  in  length]  What  geometric  figure  is  it?  [square]  Measure  the  triangles.  Is  one  larger  than  the  others?  [No;  in  fact,  they’re  all  the  same]  How  many  degrees  are  in  each  angle?  

5. Discuss  and  complete  various  examples  of  drawing  triangles  based  on  given  information.  Have  students  draw  isosceles  triangles,  equilateral  triangles,  etc.  as  a  review.    

6. Introduce  students  to  the  formula  for  finding  the  volume  of  a  triangular  prism.  Be  sure  to  have  students  discuss  the  difference  between  a  triangular  prism  and  pyramid  by  showing  the  examples  of  both.  Have  students  complete  practice  problems  to  practice  using  the  formula.  

7. Students  will  complete  a  Volume  of  Triangular  Prisms  Worksheet  and  turn  it  in  at  the  end  of  the  lesson.  Students  will  be  asked  to  draw  the  triangular  prism  and  find  the  volume  of  each  problem  to  demonstrate  their  achievement  of  the  learning  goals  

8. As  an  extension  or  if  time  permits,  students  may  explore  the  Egyptian  Number  Chart  by  writing  various  numbers  and  solving  various  equations  using  Egyptian  numbers.  

 Assessment: Students  will  be  assessed  throughout  the  lesson  based  on  participation  and  contribution.  The  teacher  will  use  the  discussion  to  evaluate  their  understanding  as  the  lesson  progresses.  If  it  seems  that  students  need  more  instruction  on  various  parts  of  the  lesson,  the  teacher  will  stop  to  clarify  or  reteach  as  necessary.  At  the  end  of  the  lesson,  students  will  submit  their  worksheets  where  they  have  drawn  the  triangular  prism  and  found  the  volumes  of  each  prism.    

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Day Eight

Subjects: Social  Studies,  Geography,  Language  Arts  &  Technology   Standards: Social  Studies  

-­‐ 6.2.1  Locate  and  describe  the  major  river  systems  and  discuss  the  physical  settings  that  supported  permanent  settlement  and  early  civilizations.  

-­‐ 6.2.5  Discuss  the  main  features  of  Egyptian  art  and  architecture.  Language  Arts  

-­‐ 2.2  Write  expository  compositions  (e.g.,  description,  explanation,  comparison  and  contrast,  problem  and  solution).    

Technology    -­‐ Students  use  technology  to  locate,  evaluate,  and  collect  information  from  a  variety  of  

sources  -­‐ Students  use  technology  tools  to  enhance  learning,  increase  productivity,  and  

promote  creativity.   Objectives:

-­‐ Students  will  be  able  to  explore  ancient  Egypt  using  a  virtual  tour  online.    -­‐ Students  will  be  able  to  describe  and  compare  and  contrast  the  geographic  features,  

architecture,  and  settings  of  Egypt.    -­‐ Students  will  be  able  to  use  technology  to  enhance  learning  and  explore  ancient  

Egypt  in  order  to  gain  more  insight  on  the  various  features  of  the  land.   Materials:

-­‐ computer  lab  (or  classroom  computer  with  projector)  -­‐ Internet    

Lesson: 1. The  teacher  will  begin  the  lesson  by  announcing  that  the  class  will  be  taking  a  field  

trip  today  to  Egypt.  If  available,  the  class  will  go  to  the  computer  lab  to  work  individually.  However,  the  teacher  can  also  guide  the  students  through  the  virtual  field  trip  online  using  a  projector  and  computer.    

2. Students  will  be  told  to  take  thorough  notes  and  the  places  they  must  visit  and  take  notes  on  will  be  listed  on  the  board  so  students  can  be  sure  to  write  about  each  place.  They  will  visit  places  in  both  the  Old  and  New  Kingdoms.  

3. While  on  the  virtual  field  trip,  students  will  continue  to  take  notes  and  explore  the  various  pictures  and  virtual  looks  at  the  land  of  Egypt.  Their  notes  should  reflect  information  about  the  architecture,  what  the  land  looks  like,  and  any  other  historical  

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information  they  find  on  their  field  trip.  I  will  have  Egyptian  music  playing  while  students  are  on  their  field  trip.  

4. Once  students  have  finished  exploring  Egypt  on  their  virtual  tour,  they  will  be  presented  with  a  writing  assignment  to  reflect  what  they  have  learned  from  their  virtual  field  trip.  This  writing  assignment  will  ask  students  to  use  their  notes  to  describe,  compare,  and  contrast  the  information  they  found  on  the  virtual  field  trip.  Students  will  also  be  asked  to  write  about  their  favorite  part  of  the  field  trip  and  explain  why  it  was  their  favorite.  A  rubric  will  be  shown  for  students  to  see  what  they  will  be  assessed  on  in  their  essays.  

5. As  students  are  writing,  I  will  continue  to  play  Egyptian  music.  Students  will  be  asked  to  write  a  rough  draft,  then  go  back  and  edit  their  papers  one  time.  

6. Once  students  are  finished,  they  will  turn  in  their  essays  to  the  teacher  along  with  their  notes  from  the  virtual  field  trip.    

7. As  closure,  I  will  ask  students  how  they  enjoyed  the  field  trip  to  gain  feedback  on  the  lesson  and  how  the  students  liked  it.  We  will  also  discuss  the  various  forms  of  architecture  found  in  ancient  Egypt.  

 Assessment: Students  will  be  assessed  on  completion  and  effort  on  the  notes  taken  during  the  virtual  field  trip.  There  will  be  a  four-­‐point  rubric  to  evaluate  the  expository  essays.  This  essay  will  be  presented  to  the  students  in  class  so  they  know  what  will  be  expected  of  them  in  their  essay.  Students  will  be  assessed  on  content  presented  by  the  students  based  on  their  virtual  field  trip  to  represent  their  knowledge  of  the  various  geographic  and  architectural  features  of  ancient  Egypt.  Students  will  not  be  assessed  on  grammatical  errors,  but  will  be  required  to  present  factual  information  that  answers  each  part  of  the  prompt.  

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Day Nine

Subjects: Social  Studies,  Geography,  Technology,  &  Language  Arts   Standards: Social  Studies    

-­‐ 6.2.0  Students  analyze  the  geographic,  political,  economic,  religious,  and  social  structures  of  the  early  civilizations  of  Egypt.  

-­‐ 6.2.1  Locate  and  describe  the  major  river  systems  and  discuss  the  physical  settings  that  supported  permanent  settlement  and  early  civilizations.  

-­‐ 6.2.2  Trace  the  development  of  agricultural  techniques  that  permitted  the  production  of  economic  surplus  and  the  emergence  of  cities  as  centers  of  culture  and  power.  

-­‐ 6.2.9  Trace  the  evolution  of  language  and  its  written  forms.    Technology    

-­‐ Students  use  technology  to  locate,  evaluate,  and  collect  information  from  a  variety  of  sources  

-­‐ Students  use  technology  tools  to  enhance  learning,  increase  productivity,  and  promote  creativity.  

-­‐ Students  evaluate  and  select  new  information  resources  and  technological  innovations  based  on  the  appropriateness  for  specific  tasks.  

-­‐ Students  use  a  variety  of  media  and  formats  to  communicate  information  and  ideas  effectively  to  multiple  audiences.  

 Language  Arts—Writing  Strategies  

-­‐ 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.  

Objectives:

-­‐ Students  will  be  able  to  complete  the  Study  Guide  and  show  an  understanding  of  the  importance  of  the  Nile  River  to  the  lives  of  ancient  Egyptians.  

-­‐ Students  will  be  able  to  work  collaboratively  to  create  a  newspaper  that  depicts  the  various  aspects  of  Egyptian  life  including  weather,  geography,  natural  resources,  news  stories,  technology,  etc.    

-­‐ Students  will  be  able  to  conduct  original  research  to  create  the  Newspaper  Project.    

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Materials: -­‐ Ancient  Egyptian  Study  Guide  -­‐ Modern  Political  Map    -­‐ Geographical  Features  Map    -­‐ Natural  Resources  Map  -­‐ Archaeological  Sites  Map  -­‐ Computers  with  Word-­‐Processors  -­‐ Reference  list  of  websites  or  printed  materials    

Lesson: 1. Begin  class  by  showing  students  various  picture  of  Egypt  and  remind  them  about  

the  virtual  field  trip  they  had  taken.  Ask  students  to  describe  the  geography  of  Egypt.  Discuss  the  types  of  resources,  plants,  animals,  and  climate  you  think  the  country  would  have.  Characterize  Egypt  and  record  their  responses  on  the  board.  

2. Explain  to  students  that  the  ancient  Egyptians  were  one  of  the  world’s  superpowers,  and  that  knowledge  about  the  geography  of  the  country  can  help  them  understand  how  the  ancient  Egyptians  attained  such  power  and  status  in  the  world.    

3. Distribute  the  Ancient  Egyptian  Study  Guide.  Have  students  read  their  textbook  pages  to  do  some  review  on  some  of  the  geographic  features  and  natural  resources  of  Egypt.  Then,  have  a  class  discussion  while  showing  a  Modern  Political  Map,  Geographical  Features  Map,  Natural  Resources  Map,  and  Archaeological  Sites  Map.  

4. Then  discuss  the  daily  lives  of  Egyptians,  natural  resources,  and  farming  referencing  the  website  as  necessary.  Have  students  complete  their  study  guide  throughout  the  lesson  and  discuss  the  following  questions:  

a. How  did  Egypt’s  terrain  and  physical  features  help  to  make  it  more  powerful?    b. What  natural  resources  did  the  ancient  Egyptians  use  to  help  them  attain  and  

maintain  themselves  as  a  world  power?  c. Why  was  the  Nile  River  critically  important  to  the  ancient  Egyptians?  

5. Students  will  then  be  introduced  to  the  newspaper  project.  The  whole  class  will  be  working  together  to  produce  a  newspaper  that  may  have  been  published  in  ancient  Egypt  for  elite  members  of  society—those  who  could  read  and  write.  Although  we  know  that  the  elite  of  ancient  Egypt  could  read  and  write  hieroglyphics,  for  the  purpose  of  this  project  we  have  to  suspend  disbelief  so  that  students  can  prepare  a  newspaper  written  in  English  and  produced  with  advanced  technology  (word  processors  and  scanners).  

6. Assign  small  groups  of  students  to  different  beats  and  services,  perhaps  along  the  lines  of  the  following  suggestions:  

a. Managing  editors  to  determine  matters  such  as  hierarchy  of  available  stories,  policy  regarding  advertising,  subject  of  editorials  

b. Agriculture  beat  to  cover  record  harvest  of  grain  c. Technology  beat  to  cover  invention  of  waterwheel  or  shaduf  d. Zoology  beat  to  cover  sighting  of  animals  not  seen  before  along  the  Nile  e. Weather  beat  to  predict  upcoming  flood  f. Art  department  to  locate,  copy,  download,  and  scan  illustrations  for  the  

newspaper's  main  stories  (see  Related  Links)  

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g. Editorial  staff  to  review  and  improve  first  drafts  of  reports;  to  revise,  edit,  and  proofread  as  necessary;  to  write  headlines  that  both  fit  and  give  information  

h. Advertising  department  to  work  up  ads  for  services  or  products  available  along  the  Nile  

i. Columnists,  editorial  writers,  and  cartoonists  to  cover  gossip,  commentary  on  current  events,  other  features  

j. Puzzle  creators  7. Make  clear  to  students  that  they  cannot  solely  make  up  the  data  for  their  stories.  

They  must  do  research  so  that  their  stories  will  be  accurate.  Stories  should  carry  bylines  and  datelines.  

8. Review  with  students  the  elements  of  a  straight  news  story,  such  as  the  following:    a. Answering  the  journalist's  five  W  and  How?  questions  b. Putting  most  important  facts  first,  saving  less  important  details  until  later  in  

the  story  (inverted  pyramid  structure)  c. Using  objective  rather  than  subjective  words  d. Including  enough  details  so  that  the  reader  feels  like  an  eyewitness  to  an  

event  e. Quoting  when  a  speaker's  words  are  better  than  a  journalist's    

9. Have  students  decide  on  a  title  for  the  newspaper  together  (i.e.  Ancient  Egyptian  News)  

10. Have  the  stories,  captions,  and  other  materials  typed  into  a  word-­‐processing  program,  if  possible.  You  can  also  have  students  cut  and  paste  into  a  newspaper  format  and  create  a  large  print  newspaper  to  be  displayed.  

 Assessment: Students  will  turn  in  their  study  guide  and  be  assessed  based  on  completeness,  accuracy,  and  effort.  Students  will  also  be  informally  evaluated  during  the  discussion  to  check  for  understanding.  There  will  be  a  rubric  for  the  student  work  on  the  newspaper.  Students  will  be  evaluated  based  on  complete  facts  and  details,  minimal  errors,  accuracy,  originality,  and  cooperation  within  their  group.    

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Day Ten

Subjects: Social  Studies  &  Visual  Art   Standards: Social  Studies  6.2.5  Discuss  the  main  features  of  Egyptian  art  and  architecture.   Visual  Arts    

-­‐ 3.0  Students  analyze  the  role  and  development  of  the  visual  arts  in  past  and  present  cultures  throughout  the  world,  noting  human  diversity  as  it  relates  to  the  visual  arts  and  artists  

-­‐ 5.3:  Create  artwork  containing  visual  metaphors  that  express  the  traditions  and  myths  of  selected  cultures.  

Objectives: Students  will  create  a  replica  of  an  Egyptian  mask.   Materials: Rigid  Wrap  –  cut  in  5-­‐inch  strips          Vaseline          Head  Bands          Pie  tins/bowls  filled  with  warm  water          Sponge  brushes          Large  Trash  bags  with  hole  cut  in  center            Gold  Spray  Paint                                    Acrylic  Paint  in  various  colors          Paintbrushes          *Parent  volunteers                  Lesson:

1. The  teacher  will  show  visual  images  of  Egyptian  masks  while  telling  the  students  that  they  were  used  to  protect  the  faces  of  the  dead.  

2. The  teacher  will  note  that  the  masks  often  have  half  smiles  and  exaggerated  eyes.  

3. The  teacher  will  inform  the  students  that  today  they  are  going  to  create  their  own  mask.  

4.  Students  will  work  one-­‐on-­‐one  with  a  parent  volunteer.  5. The  plastic  trash  bag  is  used  as  a  drape  to  protect  their  clothing.  6. Vaseline  is  placed  around  the  outside  of  the  face  to  provide  for  easy  removal  of  

the  mask.  7. The  rigid  wrap  strips  are  dipped  in  warm  water  and  then  applied  to  the  face.  

Continue  until  all  parts  of  the  face  are  covered  except  for  the  eyes  and  nose.  8. Use  the  sponge  brush  and  warm  water  to  smooth  the  mask.    Allow  the  mask  to  

dry  completely  before  gently  removing.    This  takes  approximately  20  minutes.  

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9. After  the  mask  is  removed,  the  student  will  take  additional  rigid  wrap  strips  and  finish  the  mask  by  covering  the  eyes  and  nose.  

10. The  mask  will  then  cure  overnight.  11. Masks  are  painted  with  gold  spray  paint.  12. After  the  masks  dry,  the  students  decorate  the  mask  with  the  acrylic  paints.  

Assessment: Students  are  assessed  according  to  their  participation  and  representation  of  elements  of  Egyptian  art.    

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Appendix/Teacher Resources

Unit Lesson Resources Day  One:  

-­‐ Steve  Martin  King  Tut  Video  http://www.youtube.com/watch?v=Bl5dZxA-­‐rZY  -­‐ Interactive  Egypt  Map  http://carlos.emory.edu/ODYSSEY/EGYPT/nilemap.html  -­‐ Interactive  Google  Egypt  Map  http://www.sacred-­‐destinations.com/egypt/egypt-­‐

map    Day  Two:  

-­‐ Snyder,  Zilpha  Keatley.  1967.  The  Egypt  Game.    Atheneum  Books  -­‐ Plaxco,  Kelli.  2001.  A  Guide  for  Using  The  Egypt  Game  in  the  classroom.  Teacher  

Created  Resources  -­‐ Neuman,  Pearl.  1994.  The  Egypt  Game  –  A  Study  Guide.    Learning  Links,  Inc.  -­‐ Caldwell,  Catherine,  Litplan  Teacher  Pack  for  The  Egypt  Game.  2006.  Teacher’s  Pet  

Publications,  Inc.    Day  Three:  

-­‐ Egyptian  Mummies  Video  http://player.discoveryeducation.com/index.cfm?guidAssetId=4480F50D-­‐D5B8-­‐4D8F-­‐8CE8-­‐4812B33F31B5    

-­‐ Apple  Mummy  Science  Experiment  http://www.sciencefairadventure.com/ProjectDetail.aspx?ProjectID=142  

-­‐ Sarcophagus  Activity  http://susanevans.org/blog/?p=1994  -­‐ Cornish  Game  Hen  Mummy  Experiment  

http://www.mummytombs.com/mummymaking/mummychicken4.htm      Day  Four:  

-­‐ Travel  Agent  to  Ancient  Egypt  WebQuest  http://questgarden.com/85/07/2/090719093250/index.htm  

-­‐ PowerPoint  Tutorial  http://www.actden.com/pp/    Day  Five:  

-­‐ Egyptian  Papyrus  Paper  http://www.crayola.com/things-­‐to-­‐do/crafts-­‐landing/egyptian-­‐papyrus-­‐paper.aspx  

-­‐ ADD  REFERENCES  FOR  ART  PIECES  AND  HEIROGLYPHICS    Day  Six:  

-­‐ Egyptian  Myth  about  the  creation  of  the  world  http://www.ancientegypt.co.uk/gods/story/main.html  

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-­‐ References  and  Worksheets  http://www.cmes.ucsb.edu/egypt_seminar/hass/hass_ch_2.pdf  

-­‐ Gods  and  Goddesses  Reference  Website  http://www.ancientegypt.co.uk/gods/explore/main.html    

 Day  Seven:  

-­‐ Pyramid  Box  Template  http://www.paperandmore.com/content/pyramid-­‐box-­‐template.html    

-­‐ Volume  of  Triangular  Prism  Worksheet  http://www.mathworksheets4kids.com/volume/triangular-­‐prism-­‐exact.pdf  

 Day  Eight:  

-­‐ Virtual  Field  Trip  http://www.pbs.org/wgbh/nova/ancient/explore-­‐ancient-­‐egypt.html    

 Day  Nine:    

-­‐ Ancient  Egyptian  Geography  Study  Guide  http://www.pbs.org/empires/egypt/pdf/lesson7_stud_guide.pdf  

-­‐ Modern  Political  Map  http://www.ancientegypt.co.uk/geography/explore/pol.html    -­‐ Geographical  Features  Map  

http://www.ancientegypt.co.uk/geography/explore/fea.html    -­‐ Natural  Resources  Map  

http://www.ancientegypt.co.uk/geography/explore/res.html    -­‐ Archaeological  Sites  http://www.ancientegypt.co.uk/geography/explore/arch.html    -­‐ A  Day  in  the  Life  http://www.pbs.org/empires/egypt/special/lifeas/index.html    -­‐ Natural  Resources  

http://www.pbs.org/empires/egypt/newkingdom/resources.html    -­‐ Farming  http://www.pbs.org/empires/egypt/newkingdom/farming.html  

 Teacher Books

-­‐ Hedberg,  Betsy.  Document-­Based  Activities  on  Ancient  Egypt.  Social  Studies  School  Service.  

-­‐ Neuman,  Pearl.  Novel  Ties  Egypt  Game  A  Study  Guide.  Learning  Links,  Inc.,  2005.  -­‐ Nobleman,  Marc  T.  History  Pockets  Ancient  Egypt.  Evan-­‐Moor  Educational  

Publishers,  2003.  -­‐ Plaxco,  Kelly.  A  Guide  for  Using  The  Egypt  Game  in  the  Classroom.  Teacher  Created  

Resources,  Inc.,  2001.  -­‐ Schuman.  Art  from  Many  Hands.  Prentice-­‐Hall,  1981  -­‐ Smith,  Mary  D.  Ancient  History  Reader’s  Theater.  Teacher  Created  Resources,  Inc.,    

2008.  -­‐ Sterling,  Mary  Ellen.  Thematic  Unit  Ancient  Egypt.  Teacher  Created  Resources,  Inc.,  

1992.  -­‐ Westerdorf,  Wolfhart.  Painting,  Sculpture  and  Architecture  from  Ancient  Egypt.  New  

York:  Abrams,  1968    

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Technology Resources -­‐ 1st  Steps  Reading  Hieroglyphs  at  http://www.fnspo.cz/mmm/egypt/hiero/1.htm  -­‐ A  Short  History  of  Hieroglyphs  http://khety.iut.univ-­‐

paris8.fr/~rosmord/intro/intro.html    -­‐ Ancient  Egypt  for  Teachers  http://egypt.mrdonn.org/lessonplans.html    -­‐ Ancient  Egypt  Lesson  Plans  for  Teachers  http://www.dia.org/education/egypt-­‐

teachers/index.htm  -­‐ Ancient  Egyptian  Number  Symbols  http://www.dia.org/education/egypt-­‐

teachers/mathsci/tanke/numchart.htm    -­‐ Ancient  Egyptian  Hieroglyphic  Alphabet  http://www.dia.org/education/egypt-­‐

teachers/art/goldfadd/chart.htm    -­‐ Egypt’s  Golden  Empire  for  Educators  

http://www.pbs.org/empires/egypt/educators/index.html    -­‐ Egyptian  Geography  Activities  

http://www.ancientegypt.co.uk/geography/home.html    -­‐ Hieroglyphics  http://www.edhelper.com/themes/Hieroglyphics_Chart.htm    -­‐ National  Geographic  Xpeditions  Archive  http://www.thinkfinity.org/partner-­‐

search?start=0&partner=4&partner_value=no&from_links=&txtKeyWord=Ancient+Egypt&txtKeyWord2=&narrow=1&chkPartner%5B%5D=Xpeditions    

-­‐ The  Nile  Discovery  Education  Lesson  Plan  http://www.discoveryeducation.com/teachers/free-­‐lesson-­‐plans/the-­‐nile.cfm    

-­‐ PBS  Ancient  Worlds  Videos  and  Websites  http://www.pbs.org/wgbh/nova/search/results/?q=ancient+egypt&x=14&y=1  

-­‐ Religion,  Social,  and  Political  Order  in  Mesopotamia  and  Egypt  http://www.cmes.ucsb.edu/egypt_seminar/hass/hass_ch_2.pdf    

-­‐ Tour  Egypt  http://www.touregypt.net/ancientegypt/    -­‐ Write  Your  Name  in  Hieroglyphs  at  http://www2.torstar.com/rom/egypt/  

   

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Resource Box

Literature: -­‐ Adventures  in  Ancient  Egypt  by  Linda  Bailey  -­‐ The  Ancient  Egyptians  by  Elsa  Marston,  Benchmark  Books,  1996  -­‐ Cleopatra  by  Diane  Stanley  -­‐ The  Egypt  Game  by  Zilpha  Keatley  Snyder  published  by  Atheneum  Books  for  Young  

Readers  -­‐ The  Egyptian  Cinderella  by  Shirley  Climo  -­‐ Egyptian  Gods  and  Goddesses  by  Henry  Barker  -­‐ Egyptian  Treasures  (CD)  by  Jim  Weiss  -­‐ The  Golden  Goblet  by  Eloise  Jarvis  McGraw  -­‐ The  Magic  Tree  House  Research  Book  –  Mummies  and  Pyramids  by  Mary  Pope  

Osborne  -­‐ Kids  in  Ancient  Egypt  by  Lisa  A.  Wroble  published  by  The  Rosen  Publishing  Group’s  

PowerKids  Press  -­‐ The  Nile  by  Michael  Pllard  by  Benchmark  Books,  1997  -­‐ Projects  About  Ancient  Egypt  by  David  C.  King  -­‐ Pyramid  by  David  Macaulay  -­‐ Pyramids!  by  Avery  Hart  &  Paul  Mantell  -­‐ Tut's  Mummy  Lost  and  Found  by  Judy  Donnelly  -­‐ Tutankhamen's  Gift  by  Robert  Sabuda  -­‐ Usborne  Who  Built  the  Pyramids?  by  Jane  Chisholm  &  Struan  Reid  -­‐ Who  Was  King  Tut?  by  Roberta  Edwards  

 Realia:

-­‐ Tut  Ankh  Amon’s  Trone-­‐  Egyptian  Art  on  Papyrus  Paper  -­‐ Models  of  Sarcophaguses  -­‐ King  Tut  Mask  -­‐ Egyptian  figures  -­‐ Models  of  Pyramids  -­‐ Models  of  Various  Architecture  -­‐ Egyptian  art  and  sculptures  -­‐ Triangles  (math  manipulatives)  

Other Resources:

-­‐ Ancient  Egypt  Timeline  by  Milliken  -­‐ Gods  &  Goddesses  of  Ancient  Egypt  Information  Booklet  by  Discoveries  Egyptian  

Imports  (www.egyptianimports.com)    -­‐ Math  Pyramid  Two  Sided  Puzzles  by  Garlic  Press  -­‐ Videos  and  internet  images  -­‐ Heiroglyphics  Chart  and  Egyptian  Number  Chart  -­‐ Travel  Brochures  

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Your  Name  __________________________________    Name  of  Web  Site_____________________________    “Expert”  Topic________________________________  

URL________________________________________  

Travel Agent to Ancient Egypt

Site Visit Facts - To return to the WebQuest click on the title above. (Print out at least 3 copies of this page for each member of your group.)

List at least 5-8 facts from this website.

1.

2.

3.

4.

5.

6.

7.

8.

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Name:____________________________

Date:_________________________  Group  #:_______  

 Individual  Evaluation  for  Viewing  Audience  

Please  rate  the  other  groups  in  the  following  areas.  Circle  one  of  the  three  responses  in  each  section  for  each  group.  Do  not  evaluate  your  own  group  on  this  form.    

1. I  felt  the  presentation  grabbed  and  kept  my  attention.  Group  1   Not  really   A  little   Very  much  Group  2   Not  really   A  little   Very  much  Group  3   Not  really   A  little   Very  much  Group  4   Not  really   A  little   Very  much  Group  5   Not  really   A  little   Very  much  Group  6   Not  really   A  little   Very  much  Group  7   Not  really   A  little   Very  much  Group  8   Not  really   A  little   Very  much    

2.    The  presenters  had  a  lot  of  good  information  and  seemed  to  really  know  what  they  were  talking  about.  

Group  1   Not  really   A  little   Very  much  Group  2   Not  really   A  little   Very  much  Group  3   Not  really   A  little   Very  much  Group  4   Not  really   A  little   Very  much  Group  5   Not  really   A  little   Very  much  Group  6   Not  really   A  little   Very  much  Group  7   Not  really   A  little   Very  much  Group  8   Not  really   A  little   Very  much    

2. The  presentation  was  convincing,  and  I  felt  persuaded  to  go  to  ancient  Egypt.  Group  1   Not  really   A  little   Very  much  Group  2   Not  really   A  little   Very  much  Group  3   Not  really   A  little   Very  much  Group  4   Not  really   A  little   Very  much  Group  5   Not  really   A  little   Very  much  Group  6   Not  really   A  little   Very  much  Group  7   Not  really   A  little   Very  much  Group  8   Not  really   A  little   Very  much    Overall,  I  think  the  most  convincing  group  with  the  best  presentation  was:____________________________________________.  

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