Hatshepsut Lesson Plan 9/18/2015

1. Standards

SS.68.G.3
Essential Concept and/or Skill: Understand how human factors and the distribution of
resources affect the development of society and the movement of populations.

SS.68.H.1
Essential Concept and/or Skill: Understand historical patterns, periods of time and the
relationships among these elements.

21.68.TL.3
Essential Concept and/or Skill: Plan strategies utilizing digital tools to gather, evaluate,
and use information.

2. Objectives
General Principles:

Students will be able to locate Ancient Egypt on a map using

digital map and timeline independently by the end of the class period.

Students will be able to use research to identify historic people and

use images to enhance a chronological timeline individually by the end of the
class period.

Students will be able to verbalize in a group setting what

geographical features help new civilizations thrive by the end of the unit.

Students will be able to compare and contrast in a group setting

how gender affects how well know a legend is by the end of class.
3. Resources
Myhistro.com
Computers
Overheads
Hatshepsut and Egypt books
Google Drive
Google

4. Bloom's Taxonomy Level(s) (2001 Taxonomy outline)

Blooms Taxonomy Level(s)
Remembering-Students remember the location of Egypt.
Understanding-Students understand that the rulers were tied to a location.
Applying-Students use data to label a map and timeline with learned information.
Analyzing-Students compare what situations arose for a woman in power.
EvaluatingCreating-Using the knowledge about what a legend is to select legend to create a museum
exhibit.

5. Learning Plan.
1.
table.

Before class starts, have one Hatshepsut and one Egypt book on each groups

2.

Create student heterogeneous groups of different academic levels.

On Bell Work overhead,

Sit with your group and choose a partner in your group
Open Legends Document in Echo
One pair take Egypt, one pair take Hatshepsut

3.
Put Egypt up on overhead using Googlemaps.com. Lead class exploration of
geographical aspects of Egypt/Nile
Differentiations: ELL students may use
Googlemaps.com in their home language on their
Chromebooks to assist in class maps exploration.
Students who struggle to focus may move closer to the
overhead screen or assist on teacher computer with
zoom in/ zoom out function.

4. Once everyone returns to their group after map exploration, switch to the Second
Slide. Circulate room.
Hatshepsut pair read chapter marked with the yellow post-it in Hatshepsut book
Fill in one reason Hatshepsut is legendary on Legendary Historical Figures Echo Chart
Egypt pair read chapter marked with blue post it in Egypt book
Write at least two facts that your pair find to be important about Egypt on a post-it note
and put on class Ancient Egypt board.
Differentiations: Pairs with a student who needs extended
time may write only one Egypt fact. Pairs who finish
early may research their Egypt facts further using
Chromebooks and add their addition details to the poster
Further Research.
5. After 7 minutes switch to the Third Slide, Circulate room
Switch books with other pair in group
Hatshepsut pair read chapter marked with a blue post-it note in Hatshepsut book
Fill in Hatshepsut in Echo Chart
Egypt pair read chapter marked with yellow post-it in Egypt book
Fill out a post-it and put on board
6. After 7 minutes have them open a new tab in their Chromebook and enter Hatshepsut
in MyHistro.com by going to stories->edit Legends timeline->next->create new event.

7. Using your computer, search for other ancient, famous women from other cultures.
Select one whom you relate to.
8. Students will research their chosen women for 10 minutes and add her to their
Myhistro.com timeline.
9. Class discussion
Are there specific characteristics that make someone a legend (race,
gender, age, etc)?
10. Exit Slip
What legend, either from class and personal interest, do you relate most to
and why?
6. Assessment
Students will share their timeline entries with a teacher and revise until 100% accurate.

Reteaching:
Students with errors in placing legends in chronological
order will attend workshop on B.C.E vs C.E next class time.
Students with grammatical errors will attend workshop on
writing next class time.
Students with vague, inaccurate or inconclusive
assessments on why Hatshepsut is legendary will attend
workshop on research skills next class time.
Students with incorrect locations on map portion of
timeline will attend workshop on using maps next class
time.