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SOCIALSTUDIESUNIT:ANCIENTEGYPT

By:
Scott Senn, Andrea Stephens, Nicole Creedon, Rachel Ludwig, Tia Tilton and Angela Tepedino

Context of Learning

Type of setting: Inclusive 6th grade classroom within a middle school setting.
Demographic information: (e.g., race, gender, class, disability) of the class: 6
out of 25 students have an IEP, and an additional 4 struggle with reading, writing,
and critical thinking. We have a diverse classroom, with at least 2 students
representing each of these ethnicities/races... Indian, Asian, Caucasian,
African-American, and Latino.
District requirements/curriculum that impacts your instructional delivery:
All lessons will follow New Jersey State Standards for Social Studies and the New
Jersey Common Core State Standards for English Language Arts.
State the curriculum program: History Alive! The Ancient World

Focus Learners

1) Amy Jacobson: (Visual Impairment)


Positive Student Profile:
Amy is a 6th grade student in an inclusive Social Studies classroom. Amy has been
identified as a student with a visual impairment. Amys capabilities include; reading
with a magnifying glass, reading and writing using Dragonspeak Application. Amy is
the oldest of three siblings and has taken on a mentor role in our classroom
community. Amy is an enthusiastic and personable learner. She enjoys school and she
loves to write. Amy thrives in an interactive environment, in which opportunities for
her to demonstrate her knowledge and creativity through writing is incorporated.
Academic Learning Targets:
1. Amy will be able to identify environmental factors and physical features of
Ancient Egypts geography; explain the geographical factors that contributed to
the success of the Egyptian civilization.
2. Amy Jacobson will be able to read at one of the five stations using an enlarged
text and a magnifying glass to later identify two social classes in Ancient Egypt
and describe the responsibilities of each social class.
3. Amy Jacobson will be able to explain the contributions of four Pharaohs in
Ancient Egypt.
Supporting Learning Targets:
1. I can read and comprehend expository text and respond
2. I can determine the differences between the five social classes under the Pharaoh
in Ancient Egypt by assuming the role of the varied people according to their
profession and economic status.
3. I can examine the contributions of the four pharaohs to Ancient Egypts society.

2) Richard Dickerson III: (ADHD: Other Health Impairment)


Positive Student Profile:
Richard is a 6th grade student in an inclusive Social Studies classroom. Richard has
been identified as a student with Attention Deficit Hyperactivity Disorder. Richard is
very athletic and loves sports. Richard is an energetic student and excels when he is
immersed in kinesthetic lessons. Although Richard requires frequent redirection, he
grasps concepts quickly and can demonstrates his knowledge through unconventional
methods. Richard enjoys acting out scenes from books, especially topics that include
history. His favorite subject is Social Studies and he aspires to be a Social Studies
teacher when he grows up. In his free time, Richard loves reading National
Geographic magazine.
Academic Learning Targets:
1. Richard will be able to identify environmental factors and physical features of
Ancient Egypts geography; explain the geographical factors that contributed to
the success of the Egyptian civilization.
2. Richard Dickerson III will identify two social classes in Ancient Egypt by writing
the names of two social classes and drawing a quick picture to describe the
responsibilities of each class identified.
3. Richard will be able to explain the contributions of four Pharaohs in Ancient
Egypt.
Supporting Learning Targets:
1. I can create (Scott and Andrea)
2. I can determine the differences between the five social classes under the Pharaoh
in Ancient Egypt by assuming the role of the varied people according to their
profession and economic status.
3. I can examine the contributions of the four pharaohs to Ancient Egypts society.

Subject Area

Unit Topic: Ancient Egypt

Background of Unit:
Previously Taught/Background Information:
Early humans and the Rise of Civilization
The development of tools, hunting groups and social organization
Mesopotamian Empires
Social structure
Development of laws
Movement and settlement of various groups

Desired Results

Common Core Standard:


Geography, People, and the Environment

6.2.8.B.2.a Determine the extent to which geography influenced settlement, the


development of trade networks, technological innovations, and the sustainability of
ancient river valley civilizations. (Ch10, 13.7, Ch24)

6.2.8.B.2.b Compare and contrast physical and political maps of ancient river valley
civilizations and their modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt
and Modern Egypt; Indus River Valley and Modern Pakistan/India; Ancient China and
Modern China), and determine the geopolitical impact of these civilizations, then and
now. (unit introductory maps, chapter maps)

6.2.8.C.2.a Explain how technological advancements led to greater economic


specialization, improved weaponry, trade, and the development of a class system in early
river valley civilizations.

Essential Questions:

1. HowdidgeographyaffectearlysettlementinEgypt?
2. Whatwerethesocialclasses,roles,andresponsibilitiesofthepeopleofAncient
Egypt?
3. WhatdidthepharaohsofancientEgyptaccomplish?

Big Ideas:
1. The Nile River and its annual flooding was the key factor in the success of the
Ancient Egyptian culture. The Nile is the second longest river in the world. Only
the Amazon is longer. The desert was inhospitable to life unless settlement was
made along a river. The Egyptians had a monopoly on settlement along the Nile
and therefore were somewhat insulated from competing civilizations.
2. The varied Ancient Egyptian social classes were structured like a pyramid with
the Pharaoh at the top with the most power, followed by Government officials,
who carried out the Pharaohs commands, Priests, who organized religious
ceremonies, Scribes, who recorded Egyptian history, Artisans, who were the
craftspeople of their society, and the Peasants, who farmed and provided food for
all the Egyptian people.
3. Four pharaohs that made significant contributions to the Ancient Egyptian culture.
Khufu built the Great Pyramid. Senruset created a government and set up a
military base. Hatsheput was the first female pharaoh and promoted Egyptian
trade. Ramses the Great was a superior military leader and builder of important
monuments.

Understandings:
1. Students will understand that without the Nile River there would have been no
Ancient Egyptian Period.
2. Students will understand that the Ancient Egyptian Social Structure was
structured like a pyramid, where more power and responsibility was given to the
social classes near the top of the pyramid, then to the social classes at the bottom
of the social pyramid.
3. Students will be able to distinguish between four important pharaohs and their
major contributions to the Ancient Egyptian society.

Predictable Misunderstandings:
1. Learners may not fully appreciate the degree to which Ancient Egyptian culture
depended on the Nile River for its existence.
2. Students may misunderstand that the social classes in the social pyramid are
permanent and assigned when they were born. Students may need clarification
that people rarely moved from social class to social class.
3. Learners may misunderstand the significance of each Pharaohs contributions to
the Ancient Egyptian Society. This would be due to todays advanced
technologies students may be desensitized to the grandiose achievements of the
Ancient Egyptian Pharaoh.
Learning Process: Brainstorm

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inAppendix1.ClickheretoseeAppendix1.

Learning Product: Brainstorm

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unitisattachedinAppendix1.ClickheretoseeAppendix1.

Unit Assessments

Baseline Data and Pre-Assessment (before lesson #1)

1. Students will participate in a group assessment using Plickers assessment


questions and answer cards. See Appendix 2 to see a preview of the questions in
the assessment.

Formative Assessment (at the end of lesson #1 and #2)

1. Students will choose from a choice board a way in which to demonstrate their
understanding of how geographical and environmental factors contributed to the
success of Ancient Egypt. See Appendix 2 to view the choice board.
2. An Exit Ticket will be used at the end of the lesson to assess students learning
and understanding of the social classes in the social pyramid of Ancient Egypt.
See Appendix 2 to view the exit tickets.

Summative (at the end of lesson #3)

3. Students will participate in a group assessment using Plickers to individually


answer questions with answer cards. See Appendix 2 to view the questions in the
assessment.
Sequence of Learning Experiences

Hook of Unit: Think, Ink, Pair, Share

Ask students to think, What comes to mind when you think of Ancient Egypt?

Lesson #1

Class Objectives

Students will be able to identify environmental factors and physical features of


Ancient Egypts geography.
Explain the geographical factors that contributed to the success of the Ancient
Egyptian civilization.

Focus Learner (Amy) #1 Objectives

The learner will identify geographical and environmental features, and explain
how they were helpful in creating the Ancient Egyptian civilization.

|Focus Learner (Richard) #2 Objectives

The learner will identify geographical and environmental features, and explain
how they were helpful in creating the Ancient Egyptian civilization.

Sequence of Steps: Lesson #1


Introduction (10 minutes): Unit Hook: Accommodations/Supports
Think, Ink, Pair, Share:
What comes to mind when you think
of Ancient Egypt?
Students will have about 2 minutes to
think about and write their response on
a personal white board. After 2 minutes,
students will turn to members of their
5-person group (heterogeneous ability
groupings) to discuss their ideas. After
about a minute, teacher will use Call
on Me sticks to select students to share
with the class. Teacher will type
student responses into a Word
document, which will be live-streamed
to the SmartBoard.
Pre-Assessment: Have a student pass For the formative pre-assessment, Amy will
out a Plicker card to each student in have a magnifier to determine what side of the
order to answer baseline questions Plicker card she will hold up which indicated
about the next three lessons. Post the letter choice that she will choose. Teacher
questions, one at a time, onto the will read the questions aloud to entire class.
SmartBoard and scan student answers.

Sharing Objectives:
Students will be able to identify
environmental factors and
physical features of Ancient
Egypts geography.
Explain the geographical factors
that contributed to the success
of the Ancient Egyptian
civilization.

Mini Lesson (10 minutes): Amy will be provided preferential seating


Geographical and Environmental close to the board so she can see.
Influences on Early Egyptian
Civilization Amy will use a reading magnifier to allow her
to follow along with the teacher read-aloud.
Explain to students that Ancient Egypt
was a very successful civilization. Post Richard will be given his favorite learning tool
two questions on the SmartBoard, then (fidget) to help him focus and positively
have pairs turn and talk about these two participate in the class discussion.
questions.
What type of environment, climate, Richard will sit on a T-stool or stand at his
and/or landscape Egypt is in? What desk in order to help him focus during the
would you need more than anything lesson.
else to survive and grow in Egypts
environment?
Teacher will explain to students that the
climate and landscape was an extremely
important factor in early Egyptian life.
Afterward, teacher will read aloud from
the text while students read along in
their book. Teacher will remind
students to listen to the tone and
inflection of the modeled read-aloud, to
show fluency. Teacher will stop
periodically to ask questions for
understanding, and students will turn
and talk.
After the mini lesson, teacher will
briefly demonstrate the procedures for
each of the three centers. Learners of
various academic levels will make up
each group. Each group will have 8
students.

Collaborative Work Centers (40 During the Stratalogica center, Amy will be
minutes): seated directly in front of the Smart Board.
CENTER #1 (12 minutes): She will also have access to a physical globe
Stratalogica Virtual Interactive Map: for tactile awareness of Egyptian geography.
Students will view and volunteers can
physically manipulate a Smart Board Richard will be able to use one break card
showing a map of Egypt, specifically during centers. He can go to a private, quiet
centering on the Nile River Delta and
Nile River. This is a teacher-facilitated area of the classroom, or take a walk to the
center. hallway bathroom for 3 minutes.

CENTER #2 (12 minutes):


Academic Vocabulary Center and Word A visual timer to help Amy and other students
Wall: see how much time is left during each aspect
Students will use topic vocabulary of the lesson.
words from the word wall to produce
three good questions about Egyptian
geography. Amy can choose to work with a partner to
support her if she chooses to draw or write for
CENTER #3 (12 minutes): her product (choice board). She can also use
Choice Board: DragonSpeak to write.
Students can choose one way to
demonstrate their understanding of
how geographical factors influenced the
development and sustainability of
Egyptian culture. This is a
teacher-facilitated center.

Formative Assessment:
Choice Board:
Students can choose one way to
demonstrate their understanding of
how geographical factors influenced the
development and sustainability of
Egyptian culture.

Materials:
See S.S. UNIT Lesson 1 Materials for
parts of the lesson created online.
Introduction:
Personal white board
Dry erase markers
Call on me sticks
Computer/keyboard
Smartboard
Pre-assessment
Plicker cards
Ipad (for scanning)
Smartboard
Mini Lesson
Smartboard
Teacher text book
Student text books
Collaborative Work Center #1
Stratalogica interactive map
website
Smartboard
Collaborative Work Center #2
Pocket charts
Sentence strips
Collaborative Work Center #3
Choice board
Bland paper
Lined paper
Construction paper
Crayons
Magic markers
Audio Recording device

Lesson #2

Class Objectives

Students will be able to collaboratively work together to evaluate the economic and
social structure of Ancient Egypt by participating in centers that highlight the daily life
of an Egyptian civilian in each social class and identify the social classes and the
corresponding responsibilities.

Focus Learner #1 Objectives

The learner will be able to read at one of the five stations using an enlarged text and a
magnifying glass to later identify two social classes in Ancient Egypt and describe
their responsibilities.
|Focus Learner #2 Objectives

The learner will identify two social classes in Ancient Egypt by writing the names of
two social classes and drawing a quick picture to describe the responsibilities of each
class identified.

Sequence of Steps: Lesson #2

Social Studies 6th Grade Standard:


6.2.8.C.2.a
Explain how technological advancements led to greater
economic specialization, improved weaponry, trade, and
the development of a class system in ancient river valley
civilizations.

Sharing Objective:
Students will be able to collaboratively work together to
evaluate the economic and social structure of Ancient
Egypt by participating in centers that highlight the daily
life of an Egyptian civilian in each social class and
identify the social classes and the corresponding
responsibilities.

Mini Lesson on Social Structures (Five Minutes): The Mini Lesson:


teacher will begin the lesson by passing out post-it notes Amy will be provided
to each student and asking students, What do you think preferential seating close to
people did who lived in Ancient Egypt? The teacher the board so she can see.
will provide one minute of wait time, and ask the
students to Think-Ink-Pair-Share their responses. After Richard will be given his
discussing for a minute, the teacher will bring the class favorite learning tool (fidget)
back together by asking students to raise their hands and to help him focus and
share some of their responses. When the teacher calls on positively participate in the
five students from different pairs/groups (one of them class discussion.
being Richard), the teacher will write their responses in
the K section of a KWL chart on the board. Next, the Numbered Heads:
teacher will ask students, What would you want to Amy will be assigned
know about Ancient Egypt? The teacher will have as reader number 3
students raise their hands to answer and the teacher will
call on five different students. The teacher will write Specific to
their responses in the W section of the chart. The assignments for
teacher will then explain that today, they are going to Reader Number 3,
explore and evaluate the social classes of Ancient Egypt Amy will have
by participating in center work and assuming the role of enlarged texts to
an Egyptian in each social class. The teacher will then support her learning
take two minutes to describe social structure by saying: needs.
Ancient Egyptian society was organized like a pyramid. Amy will be supplied
The groups near the top had the most power and status. with a magnifying
The teacher will connect this to the U.S. government by glass as an
explaining that the Pharaoh, who was at the top of the accommodation.
social pyramid is like the president, but with complete Richard will be
power. Then, underneath him are the government assigned as reader
officials, who reported directly to the Pharaoh. The number 2, as he is on
teacher will explain that in Ancient Egypt, their religion grade level for
was closely tied to their government, so Priests were the reading
next social class in the social pyramid. The teacher will
say, Priests were in charge of religious observances.
The teacher will then explain that under priests were
skilled workers, such as Scribes, who recorded history
and daily life, and Artisan, who were the craftspeople,
like sculptors and carpenters. The teacher will then say,
At the very bottom of the social pyramid, and the
largest group were the peasants who were farmers and
laborers. As the teacher identifies and describes each
social class, the teacher will refer to an anchor chart of
the Egyptian social structure that will be on the board for
all students to see.
The teacher will then put up a list of groups under the
document camera to show students who they will be
working with. These purposeful groupings will be
represented by one type of learner from the following
multiple intelligences in each group: 1.
Logical-Mathematical, 2. Verbal/Linguistic, 3.
Kinesthetic, 4. Visual, and 5. Musical. There will be five
groups of five students. Each student will be assigned to
a group and be given a number (number heads), which
will identify whose turn it is to read by the number
indicated at each station on the cue card. (If a student is
absent, reader number 3 will have a second turn to read,
as reader number 3 is a strong reader.) The teacher will
ask students to look at and remember what group they
are in and what reader number they are. (The teacher will
leave this up until the timer needs to be displayed.) The
teacher will then explain to students that they will have
ten minutes to complete the task at each center, and a
visual timer will be projected to help them pace their
work. The teacher will tell the students that there are cue
cards at each center and a number at the top of each cue
card, that is the reader number. The teacher will say,
The reader for that center will read the cards aloud and
the group will follow the direction at each station. When
time is up, stop and drop what you are doing and rotate.
Do not worry if you did not finish. Then the teacher will
ask students to take one more look at their group and
reader number and go to their center to begin working.

Collaborative Work/Centers: (Ten minute Centers) Centers:


Each Center and a description of the work students will Amy will be supplied a
complete at the center is listed below. To view the magnifying glass as an
anchor chart, group list, cue cards for each center, and accommodation.
the exit ticket, see S.S. UNIT Lesson 2 Materials.
Richard will be supplied a
disc to sit on to take with him
from station to station.

To support Richard and other


students, a visual timer will
be projected on the board.
This aide will assist in
keeping students on task, and
will help with the rotation of
each groups schedule.

Government Officials:
Students will learn about the daily life of a government
official by watching a five minute Powtoon video.
Reader number 1 will read the cue card aloud, instructing
students to go to a specific url, to access this video.
(https://www.youtube.com/watch?v=CYfTFRVNMHc&r
el=0)Students will independently watch the video with
headphones on and independently take the pop quiz at
the end. They will be provided small pieces of paper and
pencils to write down their answers, A, B, C, or D. Once
everyone in the group has completed the video, the group
members will discuss their answers and collaboratively
decide who had the correct answers!

Priests:
Students will learn about the daily life of a priest by
acting out a religious ceremony. As egyptian music plays
in the background, students will be given oral directions
by the teacher and cue cards to follow. First the students
will follow along as the cue card is read aloud by reader
number 4. Next, the teacher will instruct the students to
put on their priestly dressings. Then the students will
decide who will become the mummy. They will use toilet
paper to embalm and prepare the mummy. The students
will lay the mummy down in a sarcophagus (a large
refrigerator cardboard box.) Finally they will place
particular and important mementos that the mummy will
need in the afterlife.

Scribes:
Students will learn about the daily life of a scribe by first
reading about scribes on the centers cue card. Students
will follow along as reader number 2 reads the cue card
aloud. Then students will practice hieroglyphics just like
a scribe would have by writing their name in
hieroglyphics. Students will be expected to use the
alphabetic hieroglyphic chart to help them accomplish
this task. When students are finished, they will
collaboratively decide who is the best scribe in their
group.

Artisans:
Students will learn about the daily life of an artisan as
reader number 5 reads the cue card aloud and the rest of
the group follows along. Students will choose from a list
of mediums, clay, drawings, or reliefs, to work with to
collaboratively depict the daily life of an artisan that they
read about.

Peasants:
The last center will have students focus on learning about
the daily life of a peasant. The students will follow along
as reader number 3 reads the cue card aloud. Reader
number 3 will also read the directions to the board game,
The Daily Life of an Egyptian Peasant. They will play
the game, reading the game cards aloud to see what
happens to them as an Egyptian peasant, and see if they
can make it through a year and to the finish line!

Exit Ticket (L in KWL Chart): (Five minutes) Closure:


The teacher will refer back to the KWL chart on the Amy will dictate her answer
board and ask students to think about what they learned to the teacher, identifying two
today. The students will complete the L section of the social classes and two items
chart utilizing their exit ticket. The teacher will pass out from each class that describe
an Exit Tickets to each student to transcribe what they their daily life.
learned independently.
The Exit Ticket will say: Richard will identify to the
Choose 2 social classes from the social pyramid and list teacher two of the social
2 items from each class that describe their daily life. classes he learned and act out
the daily life of an Egyptian
in each social class.

Pre-assessment:
When completing the KWL chart, the teacher will gain
insight into what students already know about the
Ancient Egyptian culture.
Formative Assessment:
At the end of the lesson, the teacher will asks students to
complete an Exit Ticket independently, asking them to
identify and describe two social classes they learned
about today. These will be collected at the end of the
lesson and reviewed by the teacher, to assess what
knowledge students gained from their experiences at
each center.

Materials: Amy will need a


There is a list of materials for the mini lesson, each magnify glass to help
center activity, and the closure of the lesson. her read.
Mini Lesson: During the
Post-it notes and pencils (Think-Ink-Pair-Share) minilesson, Robert
White board and markers (KWL chart) will need his favorite
Social Structure Anchor Chart fidget/learning tool.
Document Camera Robert will need a
List of groups disc to sit on.
Projector A visual timer to help
Computer (for visual timer during group rotation) Amy and other
Government Officials: students see how
Laminated Cue Cards much time is left at
Five Computers (one for each group member) each center.
Five headsets (one for each group member)
Post-it notes and pencils (Pop Quiz)
Priests:
Laminated Cue Cards
Egyptian Music
Lyrics of Egyptian Songs
Computer or Music Player
Bowl of Water for Pretend washing
Wash Cloths
Picture of a Razor
Dress Up robes
Plastic Jars to hold each body part.
Pictures of the Heart, Kidney, Brain, and Lungs.
Toilet Paper
Salt for Natron, Egyptian Salt - Several
Containers of Morton's Salt.
Egyptian Prayer (meditation)
Large Cardboard box for Sarcophagus
Pictures of Loaves of Bread for the TOMB
Empty plastic bottles of water with a beer label.
Scribes:
Laminated Cue Cards
Alphabetic Hieroglyphic Chart
Colored Construction Paper (Papyrus Paper)
Colored Pencils, Markers, Crayons (writing
utensils)
Artisans:
Laminated Cue Cards
Play dough (to create pottery)
Tin foil and cardboard (to create a relief)
Plastic tools (to create reliefs)
Paper and colored Pencils (To paint a picture)
Peasants:
Laminated Cue Cards
Laminated Game board
Laminated game cards
Beads of different colors (Pawns)
Closure:
Exit Ticket (Copy for each student)
Pencils

Lesson #3

Class Objectives

Students will be able to apply information about the four pharaohs who made
significant contributions to Ancient Egypts society through various learning
modalities.

Focus Learner #1 Objectives

The learner will be able to explain the contributions of four Pharaohs in Ancient Egypt.

|Focus Learner #2 Objectives


The learner will be able to explain the contributions of four Pharaohs in Ancient Egypt.

Sequence of Steps: Lesson #3

Standard:
6.2.8.D.2.a Analyze the impact of
religion on daily life, government, and
culture in various ancient river valley
civilizations.

Sharing Objectives:
Students will be able to apply
information about the four pharaohs who
made significant contributions to
Ancient Egypts society through various
learning modalities.

Pre-assessment: Amys ChromeBook will set to an appropriate


Google Forms Activity: Who dat Pharaoh? magnification setting to give her equal access
Using a Chromebook, each student will access
to the lesson. In addition, Amys ChromeBook
the multiple choice activity titled Who dat
Pharaoh?As a pre-assessment, students will be will be text to speech, so Amy can listen to any
tasked to choose the appropriate pharaoh to written information.
match their accomplishment. Using the data, we
will assign students to their designated Pharaoh
stations. This will be approximately 5 minutes. Amy will be given the number 3. This will
ensure that she will be listening to the audio
o Lesson Hook ( 10 minutes) podcast rather than having to read a text.
Visual video Additionally, Amy will be able to demonstrate
1. All students will view a BrainPop video on
her understanding of the audio podcast by role
Egyptian Pharaohs, giving them brief playing with her group.
information on all pharaohs.
Richard will be given the number 1. This will
2. After viewing the BrainPop video, students
will complete an online interactive worksheet, ensure that he is placed in the kinesthetic
then print, to assist in the creation of their station. Richard will create a hands-on project
Walking Billboard at the end of their station. that will help him focus. Robert will need his
o S
tation directions (5 minutes)
favorite fidget/learning tool and he will utilize
a disc for seated times.
After the hook, students will be placed into
station groups based on their learning style
A visual timer to help Amy and other students
(Visual, Kinesthetic and Auditory).
1. Using the Numbered Heads strategy, see how much time is left during each aspect
students will be strategically placed in groups. of the lesson.
o All number 1 students will visit Khufus
station.
o All number 2 students will visit Senusrets
station.
o All number 3 students will visit Hatsheputs
station.
o All number 4 students will visit Ramses ii
station.

After receiving their numbers, students will be


instructed to move to their station. Once
students have moved into their stations, they
will view and read directions aloud in their
station through a PowerPoint slide using
Google Classroom.

Stations ( 10 minutes)
Khufu station (1s - Kinesthetic Station)

o Students will read facts about Khufu. Then,


they will watch a tutorial via Chromebooks on
how to build their own pyramid. Students will
do this using a piece of origami paper.

Senusret station (2s - Visual Station)

o Using Chromebooks, each students will


view a guided video (http://zapt.io/t4pffqg5),
Pharaoh Senusret I Interview. Throughout the
video, students will have to answer questions.
At the end of the video, students will view the
results of their answers. If any are incorrect,
they will be required to re-watch those sections
of the video to correctly answer those
questions.

Hatsheput station (3s- Auditory Station)

o Using ChromeBooks, each student will listen


to a podcast about Hatsheput using the
following link:
http://www.metmuseum.org/metmedia/audio/ex
hibitions/004-hatshepsut-from-queen-to-pharao
h. After listening to the podcast, students will
role-play about the life of Hatsheput.

Ramses II station (4s- Visual Station)

o Using the textbook, students will read an


excerpt about Ramses accomplishments.
Following the reading, students will answer
questions to answer Ramses ii Secret
Message on a worksheet.

Walking Billboard Creations (20 minutes


total)

After visiting their stations, each group will


create a personal Walking Billboard about their
pharaoh. (10 minutes)
o After the creation of the billboards, each
student must visit each of the 4 pharaohs and
write down one important fact that they learned
in their notebook. (10 minutes)

Closure ( 10 minutes)
Google Forms Activity: Who dat Pharaoh?
2.0

o Using a Chromebook, each student will


access the multiple choice activity titled Who
dat Pharaoh? As a post-assessment, students
will be tasked to choose the appropriate
pharaoh to match their accomplishment and
explain how it contributed to Egyptian society.

Closure: For the summative assessment, Amy will have


Google Forms Activity: Who dat a magnifier to determine what side of the
Pharaoh? 2.0 Plicker card she will hold up which indicates
Using a Chromebook, each student will the letter choice that she will choose. Teacher
access the multiple choice activity titled will read the questions aloud to entire class.
Who dat Pharaoh? 2.0 As a
post-assessment, students will be tasked
to choose the appropriate pharaoh to
match their accomplishment and explain
how it contributed to Egyptian society.

The following day, students will take a


summative assessment for the entire unit.
This will be done using Plickers.

Social Studies Lesson 3 Materials:


https://classroom.google.com/c/MTI3M
TYwMDI4NVpa

Class Code to Join: 38ltip2


(this Google Classroom has been shared
with you)

Closure of Unit:

Flocabulary Video: Walk Like an Egyptian


https://www.flocabulary.com/unit/ancient-egypt/video/
The teacher will show students a Flocabulary video, Walk Like an Egyptian, which
discusses all the topics addressed in this unit. Then the teacher will have students
participate in a Whip Around activity. The teacher will ask students to share one thing
that they learned about Ancient Egypt this unit to the class when they receive the koosh
ball.

References
Ancient egypt - ancient civilizations for kids. (n.d.). Retrieved March 17, 2016, from
https://sites.google.com/site/1ancientcivilizationsforkids/ancient-egypt

Barrow, M. (2013). Farming in ancient egypt for kids. Retrieved March 3, 2016, from
http://resources.woodlands-junior.kent.sch.uk/homework/egypt/farming.htm

Creedon, N. (2016). Egyptian government officials. Retrieved from


https://www.youtube.com/watch?v=CYfTFRVNMHc&rel=0

Differences between the three kingdoms. (n.d.). Retrieved March 17, 2016, from
http://ancientegypthistorykingdom.weebly.com/differences-between-the-three-kingdoms.html

Donn, L. (n.d.). Ancient egypt for kids the three kingdoms. Retrieved April 5, 2016, from
http://egypt.mrdonn.org/3kingdoms.html

FWD Media Inc. Egyptian pharaohs. Retrieved from


https://www.brainpop.com/socialstudies/worldhistory/egyptianpharaohs/

Gibbs, M. (2015). Pharaoh senusret I interview.Retrieved from https://www.youtube.com/watch?v=T_OVJ221yos


Habachy, N. Hatshepsut from queen to pharaoh. Antenna Audio Production. Podcast Retrieved April 27, 2016
from http://www.metmuseum.org/metmedia/audio/exhibitions/004-hatshepsut-from-queen-to-pharaoh

Frey, W., Bergez, J., & Joseph, A. (2004) The ancient egyptian pharaohs. In F. Wendy, J. Bergez, & A. Joseph,
History alive! The ancient world. (pp. 73-79). Palo Alto, CA: Teachers' Curriculum Institute.

Frey, W., Bergez, J., & Joseph, A. (2004) Daily life in ancient egypt. In F. Wendy, J. Bergez, & A. Joseph, History
alive! The ancient world. (pp. 81-93). Palo Alto, CA: Teachers' Curriculum Institute.

Frey, W., Bergez, J., & Joseph, A. (2004) Geography and the early settlement of egypt, kush, and cannaan. In F.
Wendy, J. Bergez, & A. Joseph, History alive! The ancient world. (pp. 65-71). Palo Alto, CA: Teachers'
Curriculum Institute.

Rappaport, A. (2016).Walk like an egyptian. Retrieved from https://www.flocabulary.com/unit/ancient-egypt/video/

Winkleman, R., PH.D. (2016). Egyptian Religion. Retrieved March 20, 2016, from
http://etc.usf.edu/clipart/galleries/57-egyptian-religion

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