Unit Topic: Ancient Egyptian Civilization Grade level: 6th grade Stage 1 Desired Results Content Standard/Established Goals(s):

: Understanding(s) Students will understand that: Ancient Egyptian civilization thrived because of its proximity to the Nile River, which provided many resources. Ancient Egyptian culture was greatly influenced by the Nile River. Artifacts, primary, and secondary documents help historians understand Ancient Egypt as well as analyze and interpret aspects of Ancient Egyptian culture. Essential Question(s): What is culture? How does geography influence culture? How can historians use artifacts and records of the past to learn about a past civilization?

Student objectives (outcomes): Students will be able to. Define aspects of Ancient Egyptian culture. Compare and contrast Ancient Egypt with that of Ancient Rome and Ancient Greece (previously taught units) Discuss how resources provided by the Nile affected multiple aspects of Ancient Egyptian life, i.e. rituals, customs, habits, innovations, beliefs, cultural expressions, etc. Use primary and secondary documents and other artifacts to analyze aspects of Ancient Egypt Stage 2 Assessment Evidence Performance Task(s): Other Evidence: Read an excerpt of Guns, Initial discussion about KWL Germs, and Steel which Oral/written responses to the discusses how geographical Essential Questions features influence the Test on facts about Ancient Egypt formation of culture; Relate Explanation of how Ancient Egypt the excerpt to Ancient Egypt is similar and different to Ancient Analyze and interpret Greece and/or Ancient Rome primary and secondary documents and physical artifacts from Ancient Egypt (link to literacy) Analyze the Narmer Palette

as an artifact in the historical record Stage 3 Learning Plan Learning Activity 1. Geo Quizzes (preselected prior to teaching so that content is relevant to the days lesson) 2. Looking at Maps to locate the content geographically 3. Deciphering the Narmer Palette (a written assessment as well as class discussion) 4. Guided Notes (students are monitored to ensure all students are taking down notes; required in 6th grade) 5. How does this fit with the idea of Ozymandias? Discuss with small group and then with class. This is a recall of the poem. 6. Exit Ticket: What is the Narmer Palette, where was it made, and what does it decode about Ancient Egypt? 7. Film + Accompanying Guided Viewing Questions 8. Discussion of Film 9. Exit Ticket 10. Partner work Do Now 1 11. Do Now 2: Objectives/ Goals 1.Students will be to explain the connection between King Narmer, the beginning of the Ancient Egyptian Empire, and the Narmer Palette. 2.Students will be able to connect the Narmer Palette with the unification of Egypt and the creation of the Pharaonic state. 3.Students will be able to discuss the Narmer Palette as a historical document that codifies Egypts founding. 4. Students will be able to explain how Ancient Egyptian civilization thrived because of its proximity to the Nile River, which provided many resources. 5. Students will be able to analyze how Ancient Egyptian culture was greatly influenced by the Nile River. 6. Students will be able to interpret artifacts, primary, and secondary documents that have helped historians understand Ancient Egypt and Ancient Formative Assessment 1. Geo Quiz (related to content): an assessment in listening, filtering information, and interpreting questions. 2. Individually, students will be asked to write about the Narmer Palette based upon their investigation. Students will be allowed to use laptops to research. They must keep in mind the critical questions of Social Studies to locate the Narmer Palette in placc and time: Who, What, Where, When, and Why? Students who answer these questions with basic responses will receive a check. Students who go above and beyond making connections between the questions and other Social Studies units will receive a check plus. All students will be called upon to contribute in a class discussion. 3. Socratic Seminar How does the Narmer Palette relate to Ozymandias (students will ask to prepare as homework, must show evidence of research to be able to participate in the discussion) 4. Exit Ticket: Relate Ancient Egypts King Narmer to Ozymandias by Shelley. 5. Exit Ticket: What is the Narmer Palette, where was it made, and what does it decode about Ancient Egypt? 6. Do Now: introduces the students to artifacts and

considers pyramids as artifacts and examines the scale of these great structures. The Great
Pyramid is the last survivor of the Seven Wonders of the World,

and until the early 20th century was the tallest building in the world. 12. Do Now Three: asks students what clues pyramids give us about the ancient Egyptians. Students will be asked to examine several websites with their partners. 13. Study groups in preparation for end of unit test; students will be thirty minutes to ask me any clarifying questions

Egyptian culture. 7. Students will be able to define the Pyramids. 8. Students will be able to locate the periods in time and in context of Ancient Egyptian Civilization. [i.e. Old Kingdom (about 26642180 B.C.)] 9. How have historians used the Pyramids as artifacts to decode the way of life and achievements of Ancient Egyptian civilization?

archaeology. Now that the students know where the pyramids are and how big they are, ask them what these great structures tell us about the ancient Egyptians by observing and analyzing the following tomb artifacts from the archive of University of Memphis (website will be provided). Concluding task: Students will be asked to write about one artifact locating it in time, place, history, as well as putting in context what is its function? Do we have anything similar in our society? 1 -2 pp. 7. Written Reflection: asks students what clues pyramids give us about the ancient Egyptians (To receive full credit students must demonstrate careful thought and attention to both Do Now 2 and Do Now 3) 8. Quiz for understanding content thus far (Will include key vocabulary words, people, dates, and places) 9. Exit Ticket: What is the role of Archaeologists/Anthropologis ts? In what ways do they help obtain a better understanding of the past?