PART 3: OVERVIEW OF SECTIONS 1 4€¦ · Sheshonq IV, Osorkon III, Takelot III, rudamon, Iuput, At...

LESSON 3 Grades 4-12 PART 3: WIND CURRENTS, MAP SKILLS AND SHIPBUILDING Lesson Duration: 3 – 4 Class Period (30–50 Minutes) For Each Section PART 3: OVERVIEW OF SECTIONS 1 – 4 Overarching Questions .................................................................................................................. 95 Content Theme .............................................................................................................................. 95 Standards/Essential Skills .............................................................................................................. 95 Objective ........................................................................................................................................ 95 Key Questions: Part 3 – Map Skills, Ocean Currents and Shipbuilding ........................................ 96

Section 1: The Compass Rose ................................................................................................ 96 Section 2: Maps and Globe Skills – Grid Lines ....................................................................... 96 Section 3: Wind Systems and Ocean Currents ....................................................................... 96 Section 4: Technology/Environment And Boat Building .......................................................... 96

Vocabulary: Part 3 – Map Skills, Ocean Currents And Shipbuilding ............................................. 96 Vocabulary Strategy ................................................................................................................ 96

Instructional Materials: Part 3 – Map Skills, Ocean Currents And Shipbuilding ............................ 97 Differentiation and/or Modification ................................................................................................. 97 Activities: Part 3 – Map Skills, Ocean Currents and Shipbuilding ................................................. 98 Section 1 Background Information: The Compass Rose ............................................................................... 99 Activity 1: Reading and Vocabulary Development: Reading Informational Text ......................... 100

Method of Delivery .......................................................................................................... 100

Directions ........................................................................................................................ 100 Activity 2: Geometry And Geography: Draw And Label A Compass Rose .................................. 100


Procedure ........................................................................................................................ 100

Directions ........................................................................................................................ 101

Follow-Up ........................................................................................................................ 101

Assessment ..................................................................................................................... 102

Student Reflection And Debriefing Questions ................................................................ 102

Teacher Reflection .......................................................................................................... 102

Resources ....................................................................................................................... 102 Extension Activities ...................................................................................................................... 102

Social Studies: Geography ............................................................................................. 102

Directions ........................................................................................................................ 102 Section 2 Background Information: Map And Globe Skills – Grid Lines ...................................................... 103 Activity 1: Use Maps And Text ..................................................................................................... 105


Procedure ........................................................................................................................ 105

Directions ........................................................................................................................ 105 Activity 2: Maps And Globes ........................................................................................................ 105


Procedure ........................................................................................................................ 105

Directions ........................................................................................................................ 105

Follow-Up ........................................................................................................................ 106

Assessment ..................................................................................................................... 106

Student Reflection and Debriefing Questions ................................................................. 106


Resources ....................................................................................................................... 106 Section 3 Background Information: Wind Systems and Ocean Currents .................................................... 107 Activity 1: Geography - Wind Systems and Currents ................................................................... 108


Procedure ........................................................................................................................ 108

Directions ........................................................................................................................ 108 Activity 2: Participate In a Hands-On Project Using Warm and Cold Water ................................ 108


Procedure ........................................................................................................................ 108

Directions ........................................................................................................................ 108

Follow-Up ........................................................................................................................ 109

Assessment: Student Reflection and Debriefing Questions ........................................... 109


Resources: Wind Systems and Ocean Currents ............................................................ 110 Extended Activities: Language Arts and Science ........................................................................ 110 Activity Worksheet 3: Section 3.................................................................................................... 111 Section 4 Background Information: Technology/Environment and Boat Building ....................................... 112 Activity 1: Art: Technology and Boat Building .............................................................................. 113

Method of Delivery .......................................................................................................... 113 Activity 2: Geography: Technology and Boat Building ................................................................. 113


Procedure ........................................................................................................................ 113

Directions ........................................................................................................................ 114

Follow-Up ........................................................................................................................ 115

Assessment ..................................................................................................................... 115

Student Reflection and Debriefing Questions ................................................................. 115


Extension Activity ............................................................................................................ 115

TEACHER ACTIVITY GUIDE The Historic Journey: “Yes We Can” © 2010 Holland and Associates; All rights reserved.

LESSON 3 | Grades 4-12

Lesson Duration: 3 – 4 Class Periods 30 – 50 MinutesPart 3

Before America – African HeritageWIND CURRENTS, MAP SKILLS AND SHIPBUILDING

OVERARCHING QUESTIONS: 1. Where are we going?2. Where are we now in our understanding

of this topic? 3. Why are we trying to discover more? 4. How will we get there? 5. How will we know we have arrived at any

new understandings about this topic?

CONTENT THEME: Understand that Ancient Africans possessed skills related to navigation and sailing to various parts of the world for exploration, migration, importing and exporting goods. These activities required knowledge about maps, instruments and ocean currents to intentionally replicate their travels on more than one occasion.

STANDARDS/ESSENTIAL SKILLS:Standards are listed in the Overview Section of

Lesson 3. They are directly related to or can be closely connected to this lesson. Depending on the direction the teacher wishes to focus the lesson, these standards provide a foundation for teachers to adapt and imple-ment a standards-based curriculum approach.

OBJECTIVE: This lesson is presented in 4 sections. The purpose of this lesson is to explore information related to wind systems, ocean currents and ancient shipbuilding that lead to travels to the Americas during the times of the ancient dynasties of Africa. It begins by examining the Compass Rose and its use in navigation. Next it looks at how maps are constructed. Then it looks at how wind systems and ocean currents affect travel on the ocean

and finally, how Ancient Africans used their knowledge of the ancient currents to build boats sturdy enough to transport its ancient passengers on exploration and trade expeditions to other countries and to other continents.

Each section in the lesson includes background information that can be copied and used as reading material for the students. In addition, key questions, and lists of vocabulary words, materials and activities for each section are included at the beginning of this 4-section lesson.

PART 3 – MAP SKILLS, OCEAN CURRENTS AND SHIPBUILDING

Section 1: The Compass Rose Section 2: Maps and Globe Skills – Grid LinesSection 3: Wind Systems And Ocean CurrentsSection 4: Technology/Environment and Boat Building

Students will:1. Read the Key Questions for the lesson and

discuss and complete an exercise that empha- sizes the vocabulary words associated with each section of the lesson.

2. Read the Background Information and use the vocabulary words in context.

3. Create a compass rose.4. Label and identity key longitude and

latitude markings.5. Discuss the connections that all of the oceans

have as a “world ocean”.6. Analyze how scarcity of resources and working

to obtain wants and needs impacted early explorers and traders.

continued on the next page

Takelot I, Osorkon II, Takelot II, Sheshonq III, Pami, Sheshonq V, Osorkon IV, At Thebes Harsiese. Dynasty 23–818-712 BCE At Leontopolis (Libyan Anarchy) Pedibastet, 95


KEY QUESTIONS: PART 3 – MAP SKILLS, OCEAN CURRENTS AND SHIPBUILDING SECTION 1: THE COMPASS ROSE 1. How did the Compass Rose help navigators find their course in earlier times before the magnetic compass was created? 2. How did the Compass Rose change throughout the years?

SECTION 2: MAPS AND GLOBE SKILLS – GRID LINES 1. How do maps and knowledge about land formations help sailors and navigators understand how to travel across the oceans and sail to specific destinations? 2. Why is it important to know how to read a map to find locations and directions to reach a given place?

SECTION 3: WIND SYSTEMS AND OCEAN CURRENTS 1. How does knowledge about Earth’s wind currents help explain exploration by ancient Africans to other parts of the world? 2. How are all of the oceans on the earth connected and related to each other?

SECTION 4: TECHNOLGY/ENVIRONMENT AND BOAT BUILDING 1. What evidence is there that Ancient Africans possessed knowledge for creating sea vessels that could travel to other surrounding nations and continents? 2. What types of items were transported in boats and traded both inside and outside of Africa?

VOCABULARY STRATEGY: 1. Before the lesson begins, provide students with the vocabulary list for the 4-part lesson. 2. Leave a column next to each set of words so students can make notes about the words. 3. Allow students 2 minutes to circle all of the words they already know. 4. Place students in groups of 3–4 students each. 5. Give each group a clean sheet of the vocabulary list. 6. Allow the group 5 minutes to share the words they know. 7. Let a recorder circle all the words from each team members’ list and allow students to help one another with unfamiliar words that some one else may not know.

SECTION 1

The Compass Rose

• navigators• compass rose• cardinal directions• wind rose• magnetic compass• clockwise• counter clockwise• radar• GPS

SECTION 2

Map and Globe Skills – Grid Lines

• grid lines• parallel• perpendicular• coordinates• latitude• longitude• Prime Meridian• Equator• degrees• 0° • negative and positive numbers

SECTION 3

Wind Systems and Ocean Currents

• current • energy• solar energy• salt water• fresh water• currents• Canary Current• North Equatorial Current• South Equatorial Current• Caribbean Current• Benguela Current• Westerlies

SECTION 4

Technology/ Environment and Boat Building

• pre-dynastic• papyrus• Pharaoh Seneferu • Pharaoh Khufu• myrrh• ebony• ivory• Nubia• Punt (Somalia)• Papyrii• Lebu (Libya)• Dar Tichetti (Ancient Ghana)• Nok (Ancient Nigeria)

VOCABULARY: PART 3 – MAP SKILLS, OCEAN CURRENTS AND SHIPBUILDING

96


SECTION 1

The Compass Rose

• Background Information• Vocabulary List• 2 sheets of paper – one white and one colored• scissors• glue• pencils• geometry compasses• protractors• Paper to make compass rose

SECTION 2


• Background Information

• Vocabulary List

• World maps with

grid lines

• Globes

• Pencils

• Information on GPS

• A GPS device

SECTION 3



• Vocabulary List

• World maps

• Worksheet on

Wind Systems

SECTION 4



• Vocabulary List

• Worksheet listing

information about

products from

countries

near Egypt

INSTRUCTIONAL MATERIALS: PART 3 – MAP SKILLS, OCEAN CURRENTS AND SHIPBUILDING

DIFFERENTIATION AND/OR MODIFICATION 1. Students will be allowed to choose different events to research. 2. Students will be allowed to present their information in a variety of ways.

3. Students will work in pairs and in teams to share and present information.

Sheshonq IV, Osorkon III, Takelot III, rudamon, Iuput, At Herakleopolis, Peftjauabaset, At Hermopolis Nimlot. Dynasty 24–727-715 BCE At Sais Tefnakht, Bakenrenef. 97

8. At the end of the five minutes, let one student turn in the list for his/her team. 9. Then read through the list with the class and give a brief description, explanation or example of each word. Spend more time on words that few knew. 10. As student read Background information allow them to underline any words they remember that appeared on the vocabulary list. 11. Also see other strategies at: http://www. readingquest.org/strat/home.html


SECTION 1

The Compass Rose

• Read background information and discuss vocabulary words• Draw, label and create a compass rose• Use a compass rose to compare locations

SECTION 2


• Read background information and discuss vocabulary words• Find information in text to answer questions• Use a world map to label latitude and longitude lines

SECTION 3


• Read background information and discuss vocabulary words• Draw the ocean currents that form patterns in the ocean on a map• Complete a hands on activity to help students understand cold and warm water motions

SECTION 4


• Read background information and discuss vocabulary word• Identify countries that traded with Egypt in its early days• Identify products that were traded by Ancient Egyptians• Create a persuasive writing about why the given products were traded

ACTIVITIES: PART 3 – MAP SKILLS, OCEAN CURRENTS AND SHIPBUILDING

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BACKGROUND INFORMATION:PART 3: SECTION 1 THE COMPASS ROSE

African navigators knew a great deal about compass directions. Directional knowledge showed them how to get to many countries

around the world. Many Egyptian navigators used the North Star as a land and sea guide. There are four cardinal directions: north, east, south, and west. The north is not up, but it is actually pointing to the direction of the North Pole. South is also not down, but in the direction of the South Pole. If you use a globe, you can see that you are going toward the North or South Poles, not just up or down.

Early navigators and mapmakers began to draw a small 16-point circle on their maps. These represented the 16 directions from which the wind would blow. These drawings became known as the “Wind Rose”. When the magnetic compass came along in later years, navigators would set it on top of the Wind Rose patter in order to face their nautical maps in the correct direction. The Wind Rose soon became known as the Compass Rose. By the 1100s most compass bearings had 16 directions noted on them. Later, as math calculations related to spheres improved, the accuracy of the Compass Rose also improved. By the 1920s, using 0 to 360, a single number could be used to indicate the direction a sailor was headed. These numbers were based on measurements moving counterclockwise from the True North.

These directions are: North - North North East - North East - East North East - East East - East

South East - South East - South South East – South - South South West - South West - West South West – West - West North West - North West - North North West – North.

Using the stars and constellations, also, helped the early sailors determine their location on the ocean. Other crude instruments were developed through the years to help measure the direction, distance, and the speed sailors had traveled from one place to another. In the 1930s another great breakthrough occurred with the creation of radar. Radar stands for Radio Detection And Ranging. By using radar, sailors can detect where they are in relation to nearby ships and objects near them. Perhaps the greatest change made thus far in calculating where we are positioned on land, in the water or in the air came in the 1970s.

The Global Positioning System, (GPS) is a space-based radio-navigation system that uses, currently, 24 satellites to help us locate any object or vehicle equipped to receive GPS signals. Although it is maintained by the U. S. Department of Defense, many small appliances are equipped with this new technology that works well in any time zone and in any kind of weather. GPS can be used on phones and cars to locate directions to an address, to track trucks delivering packages, to find lost dogs with chips in their collars, as well as many other uses to keep track of objects, people, and other modes of transportation. Although we still use the compass rose on maps and other nautical devices, we have come a long way in understanding where we are positioned in this world.

Dynasty 25–727-656 BCE (Nubian/Kushite) Piankhi (Piyi), Shabaka, Shebitku, Taharqa, Tanutamun Dynasty 26–656-525 BCE Saite Psamitk I, (Psammetichus I) 99


ACTIVITY 1: READING AND VOCABULARY DEVELOPMENT READING INFORMATIONAL TEXT PROCEDUREMETHOD OF DELIVERY:–Targeted reading strategies, use of visuals, reading passages, student-generated lists

The teacher will:1. Share strategies about what good readers do:

Good readers:Predict, clarify vocabulary, form questions in their minds, visualize what has been read, search for main ideas and summarize important events.

• Predict what will happen next• Ask questions in their minds and wonder

about the text o Before the text is read o During the actual reading process o After the reading is complete

• Evaluate and judge the text• Monitor and reread portions of the text that

seem confusing or that they want to be sure they understood

• Can recall the main ideas of the text• Can summarize what they read

2. Use these techniques while students read or hear Background Information being read.

3. Review vocabulary words to see what students already know about the words.

4. Provide concrete examples of a compass and a GPS for students to handle.

5. Have students read the Background Information while using the strategies that good readers use.

The students will:1. Discuss strategies that good readers use.2. Build connections to the text using

concrete items.3. Review vocabulary words.4. Read the passage from the Background

Information.5. Summarize what was included in the text.

DIRECTIONS1. Distribute Vocabulary Words for Part 3

of the Lesson.2. Ask students to look at the words listed in

Section 1.3. Ask students to write the words in 3 lists. (YES

-Words I know. MAYBE - Words that seem

familiar. NO - Words I know I don’t know)4. Have students view compasses and GPS devices

and explain how they work.5. Have students listen while teacher and students

give a brief description of each word.6. Ask students what they think this lesson will

be about based on the vocabulary words.7. Pass out Background Information sheets and

celebrate those who were close to predicting the topic.

8. Have students share what good readers do.9. Focus on strategies that good readers use. 10. As the Background Information is read, use

as many of these strategies as possible to clarify and extend understanding about the passage.

11. Have students rearrange their vocabulary words into the columns where they best fit since the discussion of the passage.

12. Have students identify the main ideas of the passage.

ACTIVITY 2: GEOMETRY AND GEOGRAPHYDRAW AND LABEL A COMPASS ROSE METHOD OF DELIVERY:–Student generated products

PROCEDURE: The teacher will:

1. Provide students with 2 sheets of paper to make their 16 point Compass Rose.

2. On the first sheet, have students write numbers 0 – 360, equally divided up on a circular sheet.

3. Help students line up points on the Compass Rose with the numbers 0 - 360 to represent the degrees connected with a circle.

4. Help student mark O, 90, 180, and 270 on the first sheet.

5. On the second sheet that is a different color, help students create a 16 point center rose.

6. Provide students with a copy of the 16 directions. It could be written on the board.

7. List the 16 directional pointers. (North - North North East - North East - East North East –East - East South East - South East - South South East – South - South South West - South West - West South West – West - West North West - North West - North North West – North).

8. Have students mark N, NNE, NE, ENE, E, ESE, SE, SSE, S, SSW, SW, WSW, W, WNW, NW, and NNW on the tip of the compass arrows.

100


The students will:1. Use a sheet of 8.5” x 11” paper and a geometry

compass to draw the largest circle that comes close to the edge of the paper on the 8.5” x 11” inch side.

2. Add numbers to represent the headers 0 – 360.3. Use a second sheet to make a compass rose. 4. Fold paper as a guide and label the 16

directional pointers.5. Match the directional pointer and the numbers

to see their relationship.

DIRECTIONS:1. Show students a picture of different forms of a

compass rose. They may have 4 points, 8 points or 16 points.

2. Pass out paper to students and have them draw a compass rose with 16 points.

3. Allow students to use protractors and draw a large circle with a smaller inner circle.

4. Have students find the points that show where 0, _, _, _ would be marked on the circle’s edge.

5. Then convert these fraction markers to numbers, O, 90,180, and 270.

6. Complete the rest of the numbers by counting to 10 and adding number in.

7. Draw a slightly smaller circle about _ inch from of the first circle. It should be big enough to hold numbers that are written between the 2 circles. They should be counted and printed around the edge by 10s from 0 - 350.

8. Use the picture of a compass rose to check your own representations.

9. Explain the relationship between the Headings (numbers) and True North (0).

10. Compare the Headings (numbers) on the edge of the circle to fractions and angles that can be drawn from the center of a circle to their relationships to True North. (Acute angles, right angles, obtuse angle, and straight angles) (_, _, _, whole.)

11. Use a protractor to help explain this if you need to.

12. Use a second sheet of paper to create a compass rose with arrows, but without numbers.

13. Use a geometry compass to draw a circle that is about 1 inch smaller than the first circle.

14. Cut out this smaller circle. Later, you will lay it on the bigger circle.

15. Hold it at the center. Fold the smaller circle into 16 parts. Use this method. Fold in half and in half again. The paper should be

folded into a quarter of its size.16. Hold the point and fold the paper in halffrom

the point. Then fold it again from the point. Then fold it in half for a final time from the point.

17. You now have 16 sections. 18. Draw a line to mark each section.19. Label each line – N, E, S, W. Then add the

other labels in between. 20. Match the two sheets and glue them together.

FOLLOW-UP:1. Have students explain how the Compass Rose

and Grid Lines on a map help people locate the position of an exact location on earth.

2. Allow students to label a map of the world with the Prime Meridian, Tropic of Cancer, Tropic of Capricorn and the Equator and show their relationship to one another and how this knowledge helped early sailors navigate the ocean.

3. Allow students to do a report on an early explorer and share what navigational tools helped or hindered his/her journey.

4. Have students locate the 4 cardinal directions in the classroom. Label the directions, N, S, E and W. For more precise directions add northeast, southeast, southwest and northwest.

5. Have students give the direction of other nations or cities based on where Africa sits in the world. _________ is north of Africa. ___ ______ is east of Africa. ________ is west of Egypt. ________ is west of Egypt.

allowed Greeks to settle in the Delta, also employed Greek soldiers to fight for him. Nekau (Necho), Psamtik II (Psammetichus II), Wahibre (Apries) dethroned by his army-succeeded 101


ASSESSMENT: 1. Use the student generated compass rose to evaluate their understanding of the compass rose. 2. On a separate sheet of paper, allow students to tell the numbers (Headers) that match angles or fractions presented to them. 3. Have students write about the changes that occurred as people learned more about determining direction, speed and distance traveled.

STUDENT REFLECTION AND DEBRIEFING QUESTIONS: Students will answer the following questions. 1. What was the main point of the lesson? 2. What did I learn that was new information? 3. What connection do I feel to the topic we discussed? 4. What do I believe about how Ancient Africans traveled to other continents? 5. How can I locate myself in the world today? How can others find me? 6. What will I do differently because of what I learned from this lesson?

TEACHER REFLECTION: 1. The student received the necessary materials to complete the lessons. 2. The students recognized a connection to the lesson topic and were able to see how it related to their lives. 3. The students satisfactorily met the lesson objectives when they completed the assignment, as measured by the related state standards. 4. Students have new understandings about careers connected to science and history. 5. Students were provided time to complete a self-reflective assessment activity and were able to answer questions about their progress related to the topic.

RESOURCES:THE COMPASS ROSE The Points of a Compass – Boat Safety Kids *http://boatsafe.com/kids/082000.htm

Ask Dr. Math: Circles: 360 degrees – (Find the Ancient Egyptian Connection.) http://mathforum.org/library/drmath/sets /select/dm_circle360.html

Special Thanks to: Kaba Hiawatha Kamena, (Booker T. Coleman), author of the Panther Prince and Panther Prince Curriculum: Ancient Africa (1987), for permission to use portions of his text in this overview of Ancient African history.

EXTENDED ACTIVITIES: SOCIAL STUDIES: GEOGRAPHYUse a compass rose to locate places in relation to Ancient Egypt

DIRECTIONS: Use a map of Ancient Egypt and surrounding

countries. Give students an 8-point compass rose with a place for 8 directions. (N, E, S, W, and NE, SE, NW, and SW) Have students label the Compass Rose and then use it to answer the following questions.

1. Nigeria is ___of Egypt. 6. Crete if _____of Egypt

2. Syria is ____of Egypt 7. Libya is _____of Egypt

3. Sudan is ____of Egypt 8. Saudi Arabia is ____of Egypt

4. Egypt is _____of Ethiopia 9. Egypt is ______of Spain

5. Egypt is _____of Punt 10. Kenya is ______of Egypt

THE COMPASS ROSE PATTERN *

102


BACKGROUND INFORMATION PART 3: SECTION 2 MAP AND GLOBE SKILLS– GRID LINES

A grid is a network of lines that run up and down and side to side. The lines are equally spaced and run parallel and perpendicular.

Grid lines are placed often over maps to find a point and its numerical coordinates. Coordinates are numbers that show where two lines meet. Scientists’ decisions mapped a grid all over the world dividing it into 360 sections called degrees. Grids on the world map are called longitude (north and south) and latitude (east and west). The longitude and latitude lines are labeled from the middle to the outside and both begin at zero degrees.

The latitude lines begin at 0° (zero degrees) at the Equator. The longitude lines begin at 0° (zero degrees) at the Prime Meridian. The Prime Meridian is an imaginary line that runs through Africa and three European countries. The African countries located are from south to north, Ghana, Upper Volta, Mali, and Algeria. The European countries are Spain, France, and England. There are two 60° longitude lines are on the world map. One is 60° west of the Prime Meridian and the other is 60° east of it. The same is true for the latitude lines. One is 60°

north of the Equator and the other is 60° south of it.

The Prime Meridian can also be labeled 180° W and 180° E on the map where the line runs through the Pacific Ocean. Traveling from the east of the Prime Meridian, some maps, using satellite data, label each longitudinal line as moving in a + direction, until it reaches +180°. Moving from the west of the Prime Meridian, the lines are recorded in negative (-) numbers; so when we reach the Prime Meridian in the Pacific Ocean, it is labeled - 180°. Although there are degree markings for each interval, maps will usually show bold lines numbered for each 30 or 20 degrees.

While the Equator will always be labeled 0°, Pole lines will be labeled 90° N at the North Pole and 90° S at the South Pole. Some maps also identify the North Pole as + 90° and the South Pole as - 90°. Although there are degree marks for each interval, usually, maps will show bold lines numbered every 30 degrees.

Two other important latitude lines are called the Tropic of Cancer and the Tropic of Capricorn. The positions of these lines on the earth’s surface make them unique. The Tropic of Cancer is about 23° north of the equator. It is the line the represents

by his general. Ahmose II (Amasis) favoured the Greeks and granted them many privileges. Naucratis became a great city under his rule. Psamtik III (Psammetichus III) defeated at 103


the northern most point on the earth that the sun can appear directly overhead when it is summer in the northern hemisphere. The Tropic of Capricorn is about 23° south of the Equator and it represents the southern most place where the sun can shine directly overhead during the summer in the Southern Hemisphere. These latitudes are important in marking when summer and winter begin in both hemispheres.

The ancient Egyptians knew a great deal about the season, when to plant crops, and how to mark where the sun appeared in the sky. Today, maps help to record and mark off the latitude lines that show how the earth and the sun interact. These same measurements can be used on globes, except, we must remember that the latitude lines do not remain parallel to each other. However, the latitude lines do stay parallel to each other.

As we learned earlier when studying about the pyramids, they were designed to also help mark when the seasons would changes. The walkway of the Grand Gallery of the Great Pyramid of Gizeh found in Khufu’s pyramid, stands as a testament to the ancient African astronomers’ awareness of the division of the world thousands of years ago. The walkway is geographically 30 degrees parallel of the latitude north and the center of the pyramid is 30 degrees east of the longitude line.

104


ACTIVITY 1: USE MAPS AND TEXTMETHOD OF DELIVERY:–Reading passage, student interaction with maps, teacher lecture and sharing

PROCEDURE:The teacher will:1. Bring in a large map with grid lines to share.

(Use a projected map from computer on screen)2. Choose a student to read over the Background

Information and be familiar with where key map terms and locations are found ahead of class.

3. This person will point to items read as if they were the talk show hostess, “Vanna White” on “Wheel of Fortune.”

4. Have students use a “Think, pair, share” strategy to read information.

Think, Pair, Share Strategy1. Have students read the Background

Information silently to themselves and think about the special latitude and longitude lines they read about.

2. Then have them share answers with a partner. 3. Than have partners discuss what they think

these key words show: Latitude and longitude, Equator, Prime Meridian,

Tropic of Capricorn, Tropic of Cancer 4. Then have students come to the map and point

out these grid markers and share with the class how they found them.

5. Have students read the passage again out loud.6. Stop frequently to find information discussed

on the map. 7. This time, have the person chosen to point out

on the map everything the readers are sharing.

The students will:1. View a map and discover latitude and

longitude lines.2. Locate information referenced in the

Background Information.3. Read passage using a Think, Pair, Share strategy.

DIRECTIONS:1. Bring in a large map for the class to share with

grid lines. (The teacher could also use a projected map from computer on screen)

2. Have students use a “Think, pair, share” strategy to read Background Information.

3. Have students read the passage silently.

4. Have students answer prepared questions about the reading passage with a partner.

5. Have partners find the listings on the map.6. Than have partners discuss what they think

these key words show: Latitude and longitude, Equator, Prime

Meridian, Tropic of Capricorn, Tropic of Cancer. Then have students come to the map and point

out these grid markers and share with the class how they found them.

7. Have students read the passage again out loud.8. Stop frequently to find information discussed

on the map. 9. This time, have the person chosen to identify

everything the readers are sharing.

ACTIVITY 2: MAPS AND GLOBES: METHOD OF DELIVERY: –Student generated product


1. Provide students with individual maps and globes of the world with longitude and latitude lines.

2. A good example can be found at Enchanted Learning. http://www.enchantedlearning.com /geography/label/latlong/

3. Allow students to label key latitude beginning on the equator at 0°.

4. Allow students to label longitude lines beginning at the Prime Meridian at 0°.

5. Provide a list of locations and allow students time to find the place by the coordinates given.

The students will:1. Work in teams or pairs to discuss their

understanding of how longitude and latitude markings help determine locations.

2. Use maps to label key locations on the map.3. Identify specified locations by their

coordinate descriptions.

DIRECTIONS:1. Use a globe to discuss latitude and longitude

and how they are used to mark locations.2. Show the students a map of the world that has

grid lines added, but not labeled.3. Ask students to locate the continent of Africa

and label it and the other continents.4. Have students discuss and label the latitude and

longitude lines found on a map.5. Provide students with coordinates for students

Pelusium by Cambyses the Persian and taken prisoner, afterwards slain for rebelling against the Persians. Dynasty 27–525-404 BCE The Late Period – First Persian Period 105


to begin identifying what place is found at a given coordinate on the map.

FOLLOW-UP:1. Have students research on the Internet

the connection between maps that use standard coordinates and GPS descriptions.

2. Have students use a GPS system and allow students to program information and record directions. Use a printed map to plot the directions given on the GPS menu.

3. Have students prepare a debate and take a position “pro” or “con” about the use of GPS and other satellite tracking devices and argue whether the benefits outweigh the feelings of some people who believe that tracking devices cause people to have less privacy and freedom. ASSESSMENT:

• Collect the practice maps from individual students who prepared them with a partner or group. Note their descriptors, labels and answers.

• Give students a blank map as a follow up and allow them to place the information requested in a test format.

STUDENT REFLECTION AND DEBRIEFING QUESTIONS:

Students will answer the following questions.1. What was the main point of the lesson?2. What did I learn that was new information?3. What connection do I feel to the topic

we discussed?4. What do I believe about how technology is

changing the way we use maps?

5. How can I locate myself in the world today? How can others find me?

6. Where do I stand? Do satellites aid me or invade my privacy?

7. Can I participate in a debate about whether tracking devices are good or bad?

8. What will I do differently because of what I learned from this lesson?

TEACHER REFLECTION:1. The student received the necessary materials

to complete the lessons. 2. The students recognized a connection to the

lesson topic and were able to see how it related to their lives.

3. The students satisfactorily met the lesson objectives when they completed the assignment, as measured by the related state standards.

4. Students have new understandings about careers connected to science and history.

5. Students were provided time to complete a self-reflective assessment activity and were able to answer questions about their progress related to the topic.

RESOURCES:ProTeacher Collections: Ideas for teaching

Longitude and Latitude – Unit Planninghttp://www.proteacher.org/c/326_Latitude _and_Longitude.html

Interactive Activityhttp://www.evgschool.org/latitude_and_longitude.htm

Site connecting World Map with driving information and GSP information

http://www.worldatlas.com/aatlas/imageg.htm

b d h l d

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BACKGROUND INFORMATIONPART 3: SECTION 3 WIND SYSTEMS AND OCEAN CURRENTS

The earth receives energy from the sun; this solar energy heats the oceans and impacts how our oceans move and flow. The Earth is tilted

and as the sun heats the earth, it heats the water near the Equator and it becomes the warmest part of the ocean. All of the oceans on the Earth are connected and are really one “world ocean”. Varying amounts of salt and heat in the ocean waters occur at different times of the year. These depend upon where a place is located, and the different directions currents are flowing and depths of the water. Cool water sinks, while warmer waters rise to the surface. Salt water is heavier than fresh water; so depending on the amount of salt levels in the water, conditions are also affected.

Currents found in all parts of the oceans are interconnected with each other. The air is warmest near the equator, so it rises to the top of the ocean. The coldest water can be found around the poles; so that water sinks to the bottom of the ocean. The sink- ing and rising of warmer and colder waters cause currents. These currents affect the weather and also how vessels move across the ocean’s bodies of water. Wherever there is a body of ocean water, there are predictable general patterns of wind systems and ocean currents.

There are three main ocean currents in the Atlantic Ocean. The Atlantic Ocean is a body of water alive with fish and plants. These waters have currents that are like powerful “moving roads” The currents are powerful belts of water capable of carrying ships and boats across the ocean. Surface currents are very shallow. They are set in motion by wind systems. Wind systems are created by the uneven heating of the atmosphere from the energy from the sun. Compensating currents replace the water blown by the wind systems. These currents and winds are strong enough to bring a ship from African to the American shores with the aid of self-powered boats.

If we break the currents of waters in the Atlantic Ocean into three groups, we would have one above the equator, one on the equator, and one below the equator. The currents and wind system north of the equator run clockwise. The currents and wind systems on and below the equator run counter-clockwise.

The Canary Current runs down into the North Equatorial current, around to the Gulf Stream, into the North Atlantic current, back down to the Canary current. The wind systems are the N. E. trade winds and the Northern Westerlies.

The Equatorial current travels up to the Southern Equatorial current, into the Caribbean, around Cuba and Florida, up to the Gulf Stream, over to the N. Atlantic current, and then back over to the Canary current. The wind systems are the N. Westerlies and the N. E. Trades.

The Benguela current travels up to the Equatorial Counter current to the South Equatorial current, up into the Caribbean current, around Cuba and Flordia, up and through the Gulf Stream current, over to the N. Atlantic current, over to the Canary current, and back down to the Equatorial current. The windsystems include the N. E. Trades and the N. Westerlies.

Understanding how these currents and wind systems work help us to see that there is another route that could have been taken by the ancient African explorers. The Benguela current could have taken them over to the Brazilian current. The wind systems here would have been the S. E. Trade winds and the South Westerlies. These wind currents also explain how adventurous African sailors could have used these currents to land all along the shore of South America, Central America and some parts of North America where their presence has been documented in civilizations such as in the Olmec culture of Mexico.

Cambyses II marched against the Nubians. Darius I favoured all atempts to promote the welfare of Egypy. Xerxes, Artaxerxes I Nubian revolte. Darius II revolt by Egypts against 107


ACTIVITY 1: GEOGRAPHY - WIND SYSTEMS AND CURRENTS DRAW OCEAN CURRENT METHOD OF DELIVERY:–Pair, Share, Reading, student-generated work, using teaching aids (map with grid lines)

PROCEDURE: The teacher will: 1. Review the following information about Wind systems and Ocean currents: http://earthguide.ucsd.edu/virtualmuseum /climatechange1/08_2.shtml http://oceanservice.noaa.gov/education/yos /lesson/Grades%208-12/ocean_motion.pdf 2. Divide the class into partners with a maximum of 3 people in a group. 3. Provide students with a copy of the Background Information on Wind Systems and Ocean Currents. 4. Provide each group with a map to show how the wind systems and currents flow around the world. (Copies are available on the Internet. One source is: http://www.physical geography.net/fundamentals/8q_1.html 5. Provide each team of students with worksheets to complete. 6. Direct students to read the Background Information and answer the questions on the worksheet. 7. Allow students time to complete the worksheet.

The students will: 1. Work with a partner(s) to complete reading the Background Information. 2. Work with partners to complete a worksheet about the Wind Systems and Currents.

DIRECTIONS: 1. Have students work in pairs to read the Background Information on Wind Systems and Ocean Currents. 2. As students read, have them identify where the currents discussed in the information are located. 3. Identify with a key and color coding the names of the currents and wind systems. 4. Complete the student activity worksheet found at the end of this section.

ACTIVITY 2: PARTICIPATE IN A HANDS-ON PROJECT USING WARM AND COLD WATERMETHOD OF DELIVERY: –Pair, Share Reading Activity, Student Generated Work

PROCEDURE: The teacher will: 1. Prepare the class to conduct a hands-on activity. 2. On the day before the activity, as a class, choose 2 students to come forward to help with the preparatory activity. 3. Divide the class into about 4 teams with preferably no more than 6 members in each. Then have students conduct an experiment using ice cubes, baking soda, water and containers. This lesson comes from Discovery Ed. http://school.discoveryeducation.com /lessonplans/programs/oceans/index.html 4. Prepare 4 sets of materials for the hands-on lesson and allow students to work in groups to complete the activity and record their results. 5. Gather a globe, a pitcher, tap water, a dark- colored food dye, ice cubes from a tray, a glass baking dish, and a piece of chart paper to illustrate what happened. 6. Have them mix food coloring with water and then pour the water into an ice cube tray and freeze it. 7. On the next day allow students to complete the project. 8. Allow students time to discuss results and make connections about the importance of ocean currents, the knowledge of the Ancient Africans, and our responsibility for preserving the Earth’s temperature (Greenhouse Effect).

The students will: 3. Work with a small group to complete a hands- on activity related to ocean currents. 4. Discuss ways that ocean currents and wind patterns impact us today. 5. Discuss the skills involved for Ancient Africans to navigate the ocean currents without the benefit of modern technology.

DIRECTIONS: 1. Display a globe and have students observe how the oceans are connected. 2. Have students form groups with 4 – 6 members in a group.

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3. Have students send a team member to gather all the materials their team will need for the project. (A bowl of ice cubes with food coloring added, a pitcher of warm water, a baking dish) 4. Share with students that they are going to do a demonstration to show how water currents are formed. 5. Invite students to share what they predict will happen when they place the ice cubes at each end of the glass dish. The ends represent the North and South poles. 6. One student will pour warm water into a clear glass baking dish to represent the warm water of the equator. 7. Another student should place ice cubes at each end of the dish. 8. They will observe: (The cold colored water will sink and move along the bottom of the dish. The warm water will move toward the end of the dish. As the cold water warms, it will rise.) 9. Have one student record the outcome and discussion about what happened. 10. Have each group make a diagram and label what happened. 11. The group should connect the experiment with the movement of ocean currents. 12. Have a reporter from each group report back to the class. 13. Use the globe to discuss how ocean currents are connected. 14. Have students discuss in their groups how wind currents impact us today with hurricanes, storms, and other weather patterns.

FOLLOW-UP: 1. Have students do further research on ocean currents, wind patterns and their impact on our weather and life on the earth. 2. Have students write an essay on why it is important to study ocean currents. Include in their report the historical events of the past and present that have been shaped by ocean currents. (Ancient explorers and current hurricane and tsunami damage)

ASSESSMENT: • Analyze if students are continuing to use various reading strategies in other subjects. • Observe student interactions and follow up with small group project. • Use the following criteria in evaluating presentations and diagrams – Highest score – 4 points

reports are clear, accurate and complete; diagrams are carefully drawn and labeled; students have written a statement showing the connection of the experiment with accurate comparisons to how ocean currents move. • Develop descriptors for the rubric for teams scoring less than 4 on the scale. • Have students use a self-evaluation rubric on group work and presentations that are developed and used frequently before the particular activity begins. • Use a rubric to score essays that are written about the topic.

STUDENT REFLECTION AND DEBRIEFING QUESTIONS: Students will answer the following questions. 1. What was the main point of the lesson? 2. What did I learn that was new information? 3. What connection do I feel to the topic we discussed? 4. What do I believe about the importance of understanding the weather, ocean currents and wind currents? What affect do these things have on my community? 5. What do I think about how this topic connects to studying about Ancient Africans? 6. When I think about this topic, how does it relate to me? 7. What will I do differently because of what I learned from this lesson?

TEACHER REFLECTION: 1. The student received the necessary materials to complete the lessons. 2. The students recognized a connection to the lesson topic and were able to see how it related to their lives. 3. The students satisfactorily met the lesson objectives when they completed the assignment, as measured by the related state standards. 4. Students have new understandings about early trade and current trade concepts. 5. I understand the plausibility of African sailors coming to the Americas before many Europeans traveled to the continents and I have shared this belief with my students. 6. Students were provided time to complete a self- reflective assessment activity and were able to answer questions about their progress related to the topic.

their Persian rulers. Artaxerxes II. Dynasty 28–404-399 BCE Amyrtaeus leader of Egyptian revolt against the Persians. Dynasty 29–399-380 BCE Nefaarud I 109


RESOURCES: WIND SYSTEMS AND OCEAN CURRENTS:The hands-on project in this lesson comes from Discovery Ed. http://school.discoveryeducation.com /lessonplans/programs/oceans/index.html

Discovery Channel – This site has several videos that explain wave and currents and how they affect boaters. http://dsc.discovery.com/search/results.html?query= waves%2C+current%2C+winds&search. x=0&search.y=0&search=search

Surface and Subsurface Ocean Currents: Ocean Current Map http://www.physicalgeography.net/fundamentals /8q_1.html

Maps and Video Images that help explain currents, winds and their connection to the Sun’s energy http://www.britannica.com/EBchecked/arttopic /424354/123543/Map-of-the-worlds-ocean-currents

Video Clip, Dr. Ralph Raynor – Global Observing System Scientific Steering Committee http://www.oceanclimate.org/overview/ocean-currents

Water Encyclopedia: Science and Issues http://www.waterencyclopedia.com/Mi-Oc/Ocean -Currents.html

NASA: Global Climate Change Climate Kids: What’s Happening in the Ocean? http://climate.nasa.gov/kids/bigQuestions /oceanHappening/

EXTENDED ACTIVITIES: LANGUAGE ARTS AND SCIENCE 1. Ocean currents effect exploration, garbage movement, spreading seeds, oil spills and ocean marshes and shorelines. Have students write a report on a recent event that pertains to the ocean and its currents. 2. Create a large map of the world showing wind and ocean currents. As events happen during the year that involve ocean currents, wind systems or weather phenomena mark it on the map with a number and provide a description of what happened on a corresponding numbered index card below the map.

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To be used by pairs of readers:Reread the Background Information Sheet on Wind Systems and Ocean Currents.Each student will complete the information below on individual sheets that will be turned in at the end of the assigned time.

A. Vocabulary Building: List any words you and your partner are not sure about as you read the Background Information together. Circle them on the Background Information Sheet. If time allows, meet with another set of partners and discuss the words that still puzzle you.

______________________________________________ ____________________________________________

______________________________________________ ____________________________________________

______________________________________________ ____________________________________________

______________________________________________ ____________________________________________

Reading for Understanding: Literal Information Fill in the missing information.

Ocean currents and wind systems make the waters like ______________________________________________.

The currents and wind systems in the north travel __________________________________________________.

The currents and wind systems in the south travel __________________________________________________.

The currents and wind systems on the equator run _________________________________________________.

Warm water _________________________________ and cold water__________________________________

When warm water meets cold water ____________________________________________________________

Complete these tasks.Make a list of the currents mentioned in the reading.

Make a list of the wind systems mentioned in the reading.

No matter where you live, why is it important to have an understanding about wind systems and ocean currents?

ACTIVITY WORKSHEET 3-Part 3SECTION 3: WIND SYSTEMS AND OCEAN CURRENTS

Name 1______________________________________________ Date__________________________________

Name 2 ______________________________________________

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BACKGROUND INFORMATIONPART 3: SECTION 4 TECHNOLOGY/ENVIRONMENT AND BOAT BUILDING

Africans built plank boats in early pre-dynastic times. Some boats were built from wood (trees) and papyrus (plants). Plank boats were

long strips of wood 2 to 3 inches thick and about 8 inches wide. The planks were sewn together with its openings filled with fiber. Ancient Africans built these boats to trade with other countries inside and outside of Africa.

During the close of the Third Dynasty, Pharaoh Seneferu organized the construction of 60 ships 100 feet long. The following year, Seneferu built three boats 170 feet long. In 1951, an archeological team found an additional chamber in the Great Pyramid of the 4th Dynasty Pharaoh Khufu. They found a boat called the “Solar Boat”. The wood from the solar boat was as fresh as if it had been buried the year before. Europeans dismantled the boat finding 1,224 pieces of Lebanese cedar and Egyptian sycamore.

The ancient Egyptians imported wood and spices from Syria/Lebanon. Picture records and other writings show that Nubia exported ivory, ebony, gold, precious stones, ostrich feathers, monkeys, panthers and giraffes into Egypt. Punt (Somalia) traded with Egypt exporting myrrh trees, ebony, ivory, gold, cinnamon, cosmetics, wood, apes, dogs and panther skins. The Egyptians called this land “Divine Punt.” Papyrii testify that Egypt traded with Lebu (the ancient name for Libya) and with Dar Tichetti (ancient Ghana) and Nok (ancient Nigeria).

Boat building scene painted limestome relief Thebes, Eygpt

Boat model taken from the tomb of an

unkown Pharoah

(Nephherites I), Hakor (Achoris) Dynasty 30–380-343 BCE Nakhtnebef (Nectanebo I), Djedhor (Teos), Nakhthoreb (Nectanebo II) Dynasty 31–342-332 BCE 112


ACTIVITY 1: ART: TECHNOLOGY AND BOAT BUILDING HAVE STUDENTS BUILD MODELS OF ANCIENT BOATS METHOD OF DELIVERY:–Student generated products

The teacher will:1. Provide copies of the Background Information. 2. Gather materials to build a plank boat (Pictures

of plank boats, sticks, glue)3. Provide copies of the Key Questions.

SECTION 3: WIND SYSTEMS AND OCEAN CURRENTS

1. How does knowledge about Earth’s wind currents help explain exploration by ancient Africans to other parts of the world? 2. How are all of the oceans on the earth connected and related to each other?

The student will: 1. Read the Background Information passage.2. Answer the Key Questions for this portion of

the lesson.3. Build a miniature plank boat with Popsicle

sticks. Use a bonding agent such as, paste or glue. ACTIVITY 2: GEOGRAPHY: TECHNOLOGY AND BOAT BUILDINGGEOGRAPHY: IDENTIFY PRODUCTS AND GOODS IN AND AROUND ANCIENT EGYPTMETHOD OF DELIVERY:–Student generated products


1. Provide students with a map to label the places in close proximity to Egypt. The locations include: Nubia, Punt, Lebanon / Syria, Crete,

Libya, Palestine, Upper and Lower Egypt, Phoenicia, and Cyprus.

2. Provide a list of the items that were traded among nations. (See Key below)

3. Point out to the class that further research should be done to expand the list of trading products.

4. Share another interesting aspect about this

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Archaeologists will excavate hundreds of fragments of an ancient Egyptian wooden boat entombed in an under-ground chamber next to Giza’s Great Pyramid and try to reassemble the craft. The 4,500-year-old vessel is the sister ship of a similar boat removed in pieces from another pit in 1954 and painstakingly reconstructed.


trade arrangement. Egypt possessed the means to import raw materials, manufacture goods from these products and trade the finished manufactured goods produced. Africans in the north- eastern region of the continent were the ancient world’s supplier of manufactured products. 5. Share information that the Metropolitan Museum of Art located in New York City has an entire section the Egyptian boats and travel.

6. Provide information about products that we import from other countries that come to the United States by boats/ships today.

7. Ask students why boats/ships still continue to be an important means of transporting goods from one country to another.

The student will:1. Find out what products each country traded

with their neighbors.2. Use the list of countries and products that were

traded with Egypt and write them on a map.3. Then students will complete a written exercise.4. Label countries near Egypt who traded with

her. The countries include: Nubia, Punt, Lebanon / Syria, Crete, Libya, Palestine, Upper and Lower Egypt, Phoenicia, and Cyprus.

5. Make a connection with the importance that shipping still plays in transporting goods from one country to another. DIRECTIONS:

1. The teacher will distribute a map and a list of products traded among countries near Egypt. If time allows, have students research the products instead of using the list.

2. Students will label countries in and outside of Egypt who traded with her. The countries include: Nubia, Punt, Lebanon / Syria, Crete, Libya, Palestine, Upper and Lower Egypt, Phoenicia, and Cyprus.

3. Then students will list the products that were exchanged.

4. The teacher will ask students to choose 5 items from the list that were traded within and outside of Africa.

5. Students will write 5 different items from the list. 6. Then the students will each write a 3 -

paragraph paper explaining why they think these products were exchanged in those days and then discuss the relevancy of these items in today’s society.

7. In their final paragraph, students should

include a discussion on the types of things we consider valuable enough today to be transported from county to county. How is our time period different than the Ancient African period? 8. Students should be sure to include the concept of scarcity in their written discussion.

Second Persian Period Artaxerxes III, Arses, Darius III conquered by Alexander the Greek at Issus 332-305 Graeco-Roman Period, Alexander the Greek founded Alexandria. Philip Arr- 114

Illustration: Different parts of ancient Egyptian boat.

Illustration: Boat builders of ancient Egypt.


NUBIAivoryebonygoldprecious stonesostrich feathersmonkeypanthersgiraffes

PALESTINEspicesbody oilsfruitsvegetables

PUNTmyrrh treesebonyivorygoldcinnamonapesdogspanthers

LIBYAbarleycitrus fruitsdateslivestock

LEBANON/SYRIAcedar treesfurnitureapplesorangespeachestomatoesgrapescucumberscherries

PHOENICIApurple dyeglasswineoilslaurel wood cedar wood

UPPER AND LOWER EGYPTpapyrussycamore treesfinished products made from: • cloth• gold• precious stones• spices

CRETEgrapesolivesorangessoapleather goods

CYPRUSbarleycarrotsgrapefruitsgrapesolive oillemonswinecopperiron

FOLLOW-UP:1. Have students complete additional research on

other products that were traded. 2. Have students explain why boats were probably

developed and used during that period of time to transport goods.

3. Have students complete additional research on how products were transported besides using boats.

4. Have students consider today’s value for items that were transported in those days.

5. Have students discuss how we determine what is important to import and / or export. ASSESSMENT:

• Check map work to evaluate if assignment was completed satisfactorily.

• Check written paragraph for comprehension of understanding of the prompt given.

• Use a rubric to score short essays.

STUDENT REFLECTION AND DEBRIEFING QUESTIONS:

Students will answer the following questions.1. What was the main point of the lesson?2. What did I learn that was new information?3. What connection do I feel to the topic

we discussed?4. What do I believe about the importance of

trade in today’s economy?

5. What products do I use that have come from other countries?

6. When I think about this topic, how does it relate to me?

7. What will I do differently because of what I learned from this lesson?

TEACHER REFLECTION:1. The student received the necessary materials to

complete the lessons. 2. The students recognized a connection to the

lesson topic and were able to see how it related to their lives.

3. The students satisfactorily met the lesson objectives when they completed the assignment, as measured by the related state standards.

4. Students have new understandings about early trade and current trade concepts.

5. Students were provided time to complete a self-reflective assessment activity and were able to answer questions about their progress related to the topic.

EXTENSION ACTIVITY1. Research the development of the Ancient

Egypt based on the Nile River.2. Compare that development to waterways

that influenced the growth of the ciites near where they live.

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ANSWER KEY

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