Ryan Sullivan EDSE 604-Final Project I) Instructional Unit/Final Project Overview Title of Unit: Exploring Ancient Egypt Theme:

The theme of my project is global history and ancient civilizations. This unit will focus on the ancient civilization of Egypt. Grade Level/Student Population Type/Classroom size and type: Grade 6 -28 Students Middle Class population Regular Education class and classroom with access to 4 computers Number of Sessions: 6-7 sessions Overview of the Unit: In this unit the students will learn about ancient Egypt in order for them to grasp the relevance of their lives to early civilizations. Students must know what life was like in the past and how things have changed and developed over time. Egypt is an important part of the early Middle Eastern and North African civilizations. This unit is set up for 6th grade students since it is the grade where students study global history and ancient civilizations. This unit focuses on helping students to become familiar with ancient Egypt in a comprehensive and meaningful manner. Specific concepts that are covered in this unit plan are: maps, tourism, analysis of everyday life in ancient and modern Egypt, exploration of significant places and pharaohs. A) What is the theme of your project? The theme of my project is global history and ancient civilizations. This unit will focus on the ancient civilization of Egypt. B) State the standards to which your theme is aligned (refer to actual sections of real documents) New York State Standard #2- World History Use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

New York State Standard #3-Geography Use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live-local, national, and global-including the distribution of people, places, and environments over the Earths surface. New York State Standards for English Language Arts Standard 1-Language for information and understanding Standard 2-Language for literacy response and expression Standard 3- Language for critical analysis and evaluation New York State Standard #5- Technology To apply technological knowledge and skills to design, construct, use, and evaluate products and systems. New York State Standard #2- Art To be knowledgeable about and make use of the materials and resources available for participation in the arts during various roles. C) Describe the Learning Product your students will create and through the creation of which they will learn the content and skills youve identified as a goal. The students will explore various websites and references to gather information about Ancient Egypt. The students will create a 2 dimensional map or a drawing of the map of Egypt. These maps can then be inserted into their final project. Their final project will be to create a travel brochure of Egypt including the geography, major cities, historic sites, culture, location, and any other additional information about Egypt that they learned throughout this unit. D) What Social Studies content and/or skills will they learn from your project? Specific concepts that are covered in this unit plan are: maps, tourism, analysis of everyday life in ancient and modern Egypt, exploration of significant places and pharaohs. E) What Arts content and/or skills will they learn from your project? The art content the children will learn consists of making 2 dimensional maps and constructing a travel brochure using technology and various art supplies. F) How might you determine if the students learn what youve intended them to? I will determine if the students learned what I intended them to learn through their travel brochures. The information they present in this activity will let me know if the children have a good understanding about the Ancient Civilization of Egypt.

G) How will technology be used? Will it be used by the teacher; the individual student or students, work groups, the entire class? Technology will be used throughout this unit by the teacher, individual students and student groups. The teacher will be using the internet to model and the students will be using the internet to explore and create their final projects

II) Flow Chart*See Below* This unit focuses on helping students to become familiar with ancient Egypt in a comprehensive and meaningful manner. Specific concepts that are covered in this unit plan are: maps, tourism, analysis of everyday life in ancient and modern Egypt, exploration of significant places and pharaohs. The children will create a travel brochure for their final product.

Theme: Global History and Ancient Civilizations-Ancient Civilization of Egypt. Product: A travel brochure of Egypt that includes facts about the geography and location, maps, information on historic sites, information on the culture, daily life, and fun facts, Objective: The students will be able to create a travel brochure that incorporates researching information on the internet and through research books. The students will be able to develop a sense of voice and art in their work by selecting relevant and important facts, pictures, and graphics in their brochures.

2. The students will gather information from various websites using the internet.

4. The students will work in groups of 3-5 students to create maps and pictures using various art supplies.

1. The students will learn how to explore the internet for relevant facts and pictures regarding Egypt.

3. The students will gather information and illustrations using various books on Egypt.

5. The students will present their brochures to other groups discussing the similarities and differences of their brochures.

6. The students will be assessed through the use of a rubric.

III)

Mock Student Work Sample

This is a sample of the product the students will create during the last few sessions of this unit. They will use the information they gathered throughout the unit to create a travel brochure. Each section of the travel brochure needs to be titled and have information pertaining to title of the section. The children will have access to a computer and printer in order to print out pictures and other information they need for this project. They will also have access to art supplies in order to make the brochure colorful and eye catching. The students will have to include their maps that they created during the first session of this unit as well.

IV) Elements of Project-Based Learning 1. Students identify what to learn, how to learn it, and how to demonstrate what theyve learned (as far as is practical for age, grade level, and student population type) Teacher sets general goals and parameters, etc. In each session the children are aware of what they will be doing, how they will be doing it, and what their final piece will be. Each lesson has goals and objectives that each child must master. 2. Students work independently and/or in small collaborative groups.

Students mostly work in small collaborative groups of 3-4 students. Independent work is also demonstrated through the learning extensions presented. 3. Students learn facts and skills IN ORDER TO CREATE their projects PRODUCT and or PERFORMANCE creates a need to know essential content and skills.

In each lesson the teacher presents with skills and instructions needed to perform the assignments. The students are then given the opportunity to apply their skill in cooperative groups. 4. Students create a product or performance that is Authentic, that is, it serves a real purpose and is presented to a real audience. The students have to create a travel brochure, which serves a real purpose and presented to a real audience, which consists of their classmates. 5. Students receive feedback. The students will receive feedback from their peers as well as their teacher. They will also use a rubric to receive feedback for themselves. 6. The product/performance is saved, archived, and published (or disseminated/distributed). The product the students create are published and presented in the classroom. 7. The student product/performance has an expressive or artistic dimension to it. The students product includes a copy of their created maps, and should include color, pictures, and expression.

8. Students make significant use of technology in doing their project. Technology is used throughout each lesson. Every lesson incorporates the use researching information on the internet or the use of the Smart Board. 9. The experience of working on the project includes a reflective, Constructivist dimension. The final session includes an assignment of the students creating I Learned Statements so they can reflect on what they learned during this unit. 10. Requires inquiry to learn and/or create something new. Not all learning has to be based on inquiry, but some should. The students use the information and or findings that they find in their groups to create their travel brochures. This is the way they will display what they have learned in regard to Ancient Egypt. 11. Requires critical thinking, problem solving, collaboration, and various forms of communication. The students work collaboratively for most of this unit plan. Each lesson involves a different method for each group to discuss their information with the rest of the class, for example in session #3; the students use the jigsaw model to present their work. The students are also expressing themselves through writing activities and art. 12. Is organized around an open-ended Driving Question or Challenge. The teachers questions that are either presented at the beginning, during, or after the lesson have to do with the information being presented as well as being asked in an open ended manner.

V)

Unit (Final Project) Implementation Plan Session #1

Aim: The geography of Egypt and the importance of its location, places, and regions. Time Frame: Approximately 2 periods (50-60 minutes each) Objectives: Rationale: This geography lesson will focus on the world in spatial terms, the human systems, places, and regions. It is important for students to study the geography of Egypt so students can gain the knowledge of the geographical factors and how they shaped the lives of the people of Egypt. This information is meant to stimulate students curiosities about the wonders, as well as the problems of Egypt. Standards: New York State Standard #2- World History Use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. New York State Standard #3-Geography Use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live-local, national, and global-including the distribution of people, places, and environments over the Earths surface. New York State Standards for English Language Arts Standard 1-Language for information and understanding Standard 2-Language for literacy response and expression The students will understand the geographical importance of Egypt in order to understand how people interact with the environment. The students will understand and appreciate map use while observing different maps. The students will be able to locate Egypt on a map of Africa. The students will be able to locate major geographical features of Egypt on the modern map of Egypt. The students will be able to separate a map of Ancient Egypt from one of modern Egypt and be able to list the differences.

Standard 3- Language for critical analysis and evaluation New York State Standard #5- Technology To apply technological knowledge and skills to design, construct, use, and evaluate products and systems. New York State Standard #2- Art To be knowledgeable about and make use of the materials and resources available for participation in the arts during various roles. Materials/Resources: 1. 2. 3. 4. 5. 6. 7. 8. 9. Large world map Large map of Africa Large map of ancient Egypt Copies of maps for each group Computers with Internet access Websites Blank maps of modern Egypt Poster board Markers, colored pencils, crayons, watercolors

Motivation: The teacher will begin the lesson by handing out a worksheet labeled Where in the World is Egypt. The students will fill it out to the best of their knowledge. 1. 2. 3. 4. 5. This worksheet will help the teacher get an overall look on where the students are geographically. The teacher will direct a discussion toward information about the geography of Egypt by asking the following questions:

Where is Egypt? Can we infer the climate of Egypt knowing the location on a map? Where is the Nile River and Libyan Desert? What is the longitude and Latitude of Egypt? What continent is Egypt on?

Activity 1 and Product: The students will be grouped in groups of 3-4 students and they will research geographical facts by looking at these specific websites: 1. https://www.cia.gov/library/publications/the-world-factbook.

2. www.graphicmaps.com/webimage/countrys/africa/eg.htm 3. http://www.fcps.edu/KingsParkES/technology/ancient/egypt.htm 4. http://www.experience-ancient-egypt.com/egyptian-map.html

After the students review their maps and the information found on these websites they will locate various features found in Egypt. The students will write any important information on a piece of poster board. Each groups poster board will be posted around the room. Once each group is finished, the students will take a gallery walk around the classroom in order to learn new information about Egypts geography. As the children walk around to each groups poster, they will have to take notes highlighting the vital information.

Activity 2 and Product: Once each group gathers enough vital information, the students will use their findings to create their own maps of Egypt. The maps of Egypt will consist of the information based on what they researched in their groups as well as the information they learned from other groups. They will use art supplies in order to create a colorful map highlighting all the important places and features of Ancient Egypt. The students can use the outline of the maps that were given out at the beginning of the lesson. ** See Example of Map Below ** Closure/Assessment: The teacher will assess the students during their group work and through their maps. At the end of the session the class will gather to report their findings. Each group will report to the rest of the class what they discovered about Egypts geography from using maps and the internet. At this time the students will also present their maps to their classmates. Learning Extension: The students will individually research the internet for other types of maps on Egypt. For example, maps of natural resources, climate, and population. After the research is completed, each student will write a paragraph on the map that they researched including the important factors of the specific map.

Session #2 Aim: What is a pharaoh and why were they important in ancient Egypt? Time Frame: 50-60 minutes Objectives: The students will be able to identify the importance of Pharaohs in Egypt. The students will be able locate information about various influential pharaohs that existed in Egypt. The students will be able to read internet articles in order to answer questions concerning pharaohs. The students will be able to work cooperatively in order to learn from each other.

The students will be able to write a descriptive essay in order to describe the pharaohs they researched in detail.

Rationale: This lesson will focus on pharaohs and their important roles in ancient Egypt. The students will research various pharaohs and learn about the contributions they had during their reign. Standards: New York State Standard #2- World History Use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. New York State Standard #3-Geography Use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live-local, national, and global-including the distribution of people, places, and environments over the Earths surface. New York State Standards for English Language Arts Standard 1-Language for information and understanding Standard 2-Language for literacy response and expression Standard 3- Language for critical analysis and evaluation New York State Standard #5- Technology To apply technological knowledge and skills to design, construct, use, and evaluate products and systems.

New York State Standard #2- Art To be knowledgeable about and make use of the materials and resources available for participation in the arts during various roles. Materials/Resources: 1. 2. 3. 4. Pharaoh Fact Sheet Internet access Various websites Writing Journals

5. Looseleaf paper Motivation: The teacher will read the Pharaoh Fact Sheet as the children follow along at their seats. Individual copies will be made for each student. This fact sheet includes important information about a pharaoh and why were they so important. At this time the teacher will also emphasize the role pharaohs had in Egypt and how it affected Egypt in many ways. Activity 1: The teacher will group the students. Three to four students will be in each group and they will search on the internet the pharaoh they were assigned. Each group will be in charge of researching a different Pharaoh. The Pharaohs include: 1. Thutmose III 2. Hatshepsut 3. Tutankhamen 4. Ramses I 5. Nerfertiti 6. Ramses II 7. Queen Cleopatra The students will have to find information regarding the pharaohs year of reign, important accomplishments, pictures, and interesting facts. Taking notes while researching the information is recommended. Once each group gathers their information a student from each group will participate in the hot seat and they will tell the entire class what they learned about their specific pharaoh. At this time the entire class will meet together to discuss the importance of each pharaoh. Based on the information researched on the internet and discussed in groups, the students will write a descriptive essay about the pharaoh they researched. The essay must be at least 2 pages in length. The students will pretend that they are a pharaoh and they will have to describe what they look like, where they live, what kind of houses they lived in, what were their servants like, and any other information they would like to include. This information should be taken from the information they researched.

Closure: The teacher will conclude this lesson by having the students read their descriptive essays to the class. The teacher will emphasize that all of the pharaohs were different and important in their own ways. Assessment: The teacher will assess the students understanding by reading their essays. The teacher will also observe the students in their groups during their research. Session #3 Aim: What are some significant places to visit in Egypt? Time Frame: 50-60 minutes Objectives: The students will be able to research various significant places in Egypt using the internet. The students will be able to explain why places such as the Pyramids, Temples, Sphinx, and Valley of the Kings are significant places for people. The students will be able to write a persuasive essay persuading readers why they should visit a specific place. Rationale: This lesson will help students become familiar with the different significant places in Egypt. The students will be able to examine Egyptian culture while understanding how it has affected Egyptian people in the past and now in the present. Standards: New York State Standard #2- World History Use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. New York State Standard #3-Geography Use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live-local, national, and global-including the distribution of people, places, and environments over the Earths surface. New York State Standards for English Language Arts

Standard 1-Language for information and understanding Standard 2-Language for literacy response and expression Standard 3- Language for critical analysis and evaluation New York State Standard #5- Technology To apply technological knowledge and skills to design, construct, use, and evaluate products and systems.

New York State Standard #2- Art To be knowledgeable about and make use of the materials and resources available for participation in the arts during various roles. Materials/Resources: 1. 2. 3. 4. 5. 6. Tourists Story of Egypt Internet Access Writing paper Additional resources Poster board Art supplies such as markers, crayons, glue, scissors The teacher will begin this lesson by having the children read a reading passage titled, A Tourist Story of Egypt. The teacher will make individual copies for each student. The teacher will have the students discuss the various sites the tourist visited. At this time the teacher will also discuss tourism and what it might feel like being a tourist in a new place.

Motivation:

Activity 1 and Product: After the students read the passage the teacher will place the students into small groups of three to four students. The teacher will assign each group to investigate TWO of the significant places of Egypt. 1. 2. 3. 4. 5. Giant Triangle in the Desert The Great Sphinx Valley of the Kings Tutankhamens Tomb in the Valley of the Kings Top Temples and Gods The students can explore the internet or other resources to gather information.

After the students complete their investigations, each group will have to prepare a large poster board summarizing the key points about their significant places they have researched. Posters must be creative, unique, and colorful. Key points to look for during their research include: 1. An illustration of the place 2. A brief explanation of why the place is significant for people 3. Interesting facts about the place 4. A caption identifying who has the place constructed

The students will use the jigsaw model in order to share their information with the entire class. Their will be a home team that comes from each group. Each home team member will travel to each group in order to learn information that other groups researched. Once each home team member travels to each group, the home team member will go back to their original group and they will teach their group what they learned.

Activity 2: The students will write a persuasive essay using the information they learned from the internet or other resources. Their essay must be at least 2 pages in length and it must include key points about the significant places they researched and reasons why people should visit it. Closure: The teacher will conclude the lesson by having a student from each group discuss their significant places and why they might think the place is considered significant. Questions and/or comments will also be answered at this time. Assessment: The children will be assessed through observation and their group work. The teacher will also assess their poster boards and persuasive essays. **Their writing pieces should have specific reasons and details why a person should visit that particular place. ** Learning Extension: The students will write a short summary of how they think these significant places have had an impact on the tourists and tourism that exist in Egypt.

Session #4 Aim: Everyday Life in Egypt Time Frame: 50-60 minutes Objectives: The students will be able to research information about daily life in ancient Egypt using the internet and various websites. The students will be able to identify the important aspects of daily life in ancient Egypt. The students will be able to work in small groups to present their findings to the class. The students will be able to write an expository essay explaining the aspects of daily life in Ancient Egypt. The students will be able to listen to a Read Aloud for understanding and information. Rationale: Throughout this lesson the students will be able to familiarize themselves with everyday life in ancient Egypt. They will learn about aspects of daily life, such as food, housing, and religion. This lesson will help children understand how Egyptians led their lives as a common people. Standards: New York State Standard #2- World History Use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. New York State Standard #3-Geography Use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live-local, national, and global-including the distribution of people, places, and environments over the Earths surface. New York State Standards for English Language Arts Standard 1-Language for information and understanding Standard 2-Language for literacy response and expression Standard 3- Language for critical analysis and evaluation New York State Standard #5- Technology To apply technological knowledge and skills to design, construct, use, and evaluate products and systems.

New York State Standard #2- Art To be knowledgeable about and make use of the materials and resources available for participation in the arts during various roles. Materials/Resources: 1. Computers with internet access 2. Websites 3. Writing Journals 4. Writing paper 5. The book, Eyewitness: Ancient Egypt, by George Hart. Motivation: The teacher will begin this lesson by reading various chapters from the book, Eyewitness: Ancient Egypt, by George Hart. The students will then think about how people spent everyday life in Egypt, but not including the pharaohs. The students will write in their writing journals a response to what they found out from listening to the teachers Read Aloud. The teacher will briefly discuss the different aspects that make up everyday life in Egypt. The teacher will give a brief summary of each aspect the students have to research. A short class discussion will be provided. The teacher will take any questions or comments at this time.

Activity 1/Product: The teacher will then divide the class into groups of about two to three students. Each group will be assigned one aspect of daily life in ancient Egypt. Such aspects of daily life consists of: Gods and religion Food and drink Housing Clothing, cosmetics, and jewelry Fishing, hunting, and herding Entertainment-song, dance, games Funerary customs Writing Here are some suggested websites the students could use: Ancient Egypt http://www.ancientegypt.co.uk/menu.html

Egyptian Clothing http://www.historyforkids.org/learn/egypt/clothing/index.htm Egyptian Schools http://www.historyforkids.org/learn/egypt/people/school.htm Ancient Egypt http://www.historyforkids.org/learn/egypt/index.htm Ancient Egypt http://www.woodlands-junior.kent.sch.uk/Homework/Egypt.html The students need to take notes in their writing journals on any information that they think is important. They will have to report the information to their classmates. Each group will present the information they researched to the class. The students will participate in a concentric circles activity. A concentric circles activity consists of forming an inner circle of students and an outer circle of students. The students in the outer circle will stand in a circle in front of the students in the inner circle. The students in the outer circle will give children in the inner circle important information about daily life in ancient Egypt. After a few minutes, the children in the outer circle will rotate allowing them to speak to new children. This activity will continue as long as everyone receives new information about daily life in ancient Egypt. The students should be taking notes on the new information they receive during this activity.

Closure: The teacher will conclude this lesson by reviewing important facts about daily life in ancient Egypt. The teacher will write important information on the board. The teacher will also conclude this lesson by asking the children the following questions: How do the various aspects of daily life in ancient Egypt play an important role throughout Egypt today? Why do you think the various aspects of daily life were important to Egyptians? How was life in ancient Egypt similar or different to American lives today? Assessment: The students will be assessed through observation. The teacher will serve as a facilitator while the students research information. Learning Extension: The students will write a one-page journal entry from the point of view of a common person in ancient Egypt. The entries should include as many details as possible from their research and information received from other students. Session #5

Aim: Traveling to Egypt-Creating a travel brochure. Time Frame: This will take 2-3 sessions, approximately 50-60 minutes each session Objectives: The students will be able to learn what makes a good travel brochure by examining commercial brochures. The students will be able to create a travel brochure that incorporates research skills and text details learned throughout this unit. The students will be able to develop a sense of voice in their work by selecting relevant facts. Rationale: This is a culminating lesson for the unit of Egypt. The students will create a travel brochure based on the information that was taught during this unit. The students will include the geography, major cities, historic sites, culture, location, and any other additional information about Egypt that they learned. The students will be able to learn how to develop a sense of voice and audience, select relevant facts, create an interesting layout, and edit carefully. Standards: New York State Standard #2- World History Use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. New York State Standard #3-Geography Use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live-local, national, and global-including the distribution of people, places, and environments over the Earths surface. New York State Standards for English Language Arts Standard 1-Language for information and understanding Standard 2-Language for literacy response and expression Standard 3- Language for critical analysis and evaluation New York State Standard #5- Technology To apply technological knowledge and skills to design, construct, use, and evaluate products and systems. New York State Standard #2- Art

To be knowledgeable about and make use of the materials and resources available for participation in the arts during various roles. Materials/Resources: 1. Pictures taken from the internet 2. Information taken from the internet 3. Information taken from their notebooks 4. Maps the students created 5. Art Supplies-glue, scissors, crayons, watercolors, markers, etc. 6. Paper 7. Sample brochures Motivation: The teacher will begin this lesson by having the children look at various travel brochures. The teacher will explain to the students that they are going to be designing a travel brochure on Egypt. They will look at the sample brochures layouts, the kinds of features they highlight, how they are illustrated, and the style in which they are written. After studying the brochures at hand, the teacher will ask each group to share information about the features that "worked" in the brochures they examined. For example: -Did students find maps? photos? diagrams? What else did they find? -How did the brochure writers use language to entice travelers? -What kinds of words were used? -Were there descriptive adjectives used to describe certain things? -Did the students see names of towns and tourist sites? -How was the text presented? Was the text lengthy or was it presented in "sound bites"? -Was bulleted text used to highlight information in an easy-to-read style? Activity 1: The teacher will explain to the students that a time machine has enabled them to travel back in time, and it is up to them to create a travel brochure to attract time travelers to join them on a visit to the civilization of Ancient Egypt. The teacher will tell the students that they will be designing and creating unique brochures. Within their historical brochures, the students will be including general information about the civilization of Ancient Egypt that was researched and discussed during this unit. The students will include a drawing of the maps they created during the 1st session, and pictures and images that will appeal to the eyes of traveling

consumers. The students can use the internet to look for pictures that they would like to include. Students will work in groups of 3-4 students for this product.

Each brochure is required to include a title, an introduction, a drawing of the map of Egypt and at least 4-5 of the following factors: a detailed map of Ancient Egypt a list of major cities at that time entertainment/art/religion facts about the government/pharaohs/queens information about the culture of Ancient Egypt; significant places how natural geography played an important role in the lives of people pictures fun facts The students will be given time to look over their notes, research, and writing pieces in order to gather information. The internet can also be used if needed. The students will then have to arrange their information according to topics based on the assignment during a pre-write activity. Activity 2: Once the students feel secure about the information needed for their brochures they can transfer their information onto the paper that will be used to actually make their brochures. The students will prepare a letter-size sheet of paper by folding twice to form a tri-fold brochure. That will give the students three outside areas, or panels to work with and one large area, or spread inside. The students can now transfer their information onto the actual brochure paper. The teacher will provide tips to the students for designing the brochure:

The tips include: The students should create a colorful and eye-catching cover for their brochure. The students should remember that they want to attract visitors. The students should make their brochures as attractive, appealing, and informative as they can. The students should balance their text with illustrations and use plenty of color. Text should be without spelling and grammar mistakes. Organization and neatness is required.

**Before handing in their travel brochure the students must look over the rubric that will be used to grade them to make sure that every aspect is included. ** Closure: The teacher will conclude this lesson by having the students share their brochures with the class. The teacher will ask various questions that have to do with each students brochure. Any questions and/or comments about this unit will also be taken at this time. Assessment: The teacher will assess their brochures by using a rubric that measures the things the teacher wants to see in the students' brochures (SEE ATTACHED RUBRIC). (The teacher will review the rubric with the students at the start of the project so they are clear about the teachers expectations). The teacher will also assess the students during group work. Homework/Learning Extension: The students will have to write 10 I learned Statements about this unit on Egypt. **RUBRIC FOR TRAVEL BROCHURE**