Egyptian Interest Centers

6
th
Grade Social Studies
Miss Erin Tansey
March 10, 2014

Enduring Understandings and Essential Questions
Because each learning center is essential a unique student-led lesson, each center has different
enduring understandings and essential questions. See each individual centers focus below under the
Center Descriptions heading. There are 8 centers (writing, pharaohs, pyramids, mummification,
mythology, King Tut, the afterlife, and art).

Standards
NJ
- 6.2.8.A.2.a Explain why different ancient river valley civilizations developed similar
forms of government.
- 6.2.8.D.2.a Analyze the impact of religion on daily life, government, and culture in
various ancient river valley civilizations.
- 6.2.8.D.2.b Explain how the development of written language transformed all aspects of
life in ancient river valley civilizations.
- 6.2.8.D.2.d Justify which of the major achievements of the ancient river valley
civilizations represent the most enduring legacies.
Common Core
- CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or
secondary source; provide an accurate summary of the source distinct from prior knowledge
or opinions.
- CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in print and digital texts.

Overall Objective Assessment
SWBAT compare and contrast the ancient river
civilizations of Mesopotamia and Egypt by
exploring the 7 elements of culture in each
society.
- Completion of a worksheet for each
center.
- Questioning from teacher


Center Descriptions
1) Writing Center
Enduring Understandings
1. Although systems of writing vary, they always develop for similar reasons including records
and communication.
2. The Rosetta Stone was a critical player in helping the world understand previously
mysterious languages.
Essential Questions
1. How are the usages of writing different for people in various societies?
a. Ancient Mesopotamia
b. Ancient Egypt

c. The United States
2. Why do many people claim that the Rosetta Stone is the most important discovery in human
history? Do you agree? Why or why not?
Hands-On Activities
1. Students analyze examples of hieroglyphics on papyrus paper.
2. Students use the Hieroglyphic alphabet to write their name in a cartouche.
Materials
- Egypt center packet
- Hieroglyphics handout from Interact: Egypt
- Cartouche template
- Markers
- Papyrus paper

2) Pharaohs
Enduring Understandings
1. Like other rulers who have absolute power, pharaohs provided stability and leadership for
their people.
Essential Questions
1. What were the pharaohs most important responsibilities?
2. Would Egypt have developed into the empire we remember it as today if there had been no
pharaohs?
Hands-On Activities
- Students will use the PBS Golden Empires website to research a pharaoh of choice. They
will complete the web in their packet by citing major achievements and events in their
pharaohs reign.
- If students finish the web early, they will watch the BrainPop video on Pharaohs.
Materials
- Egypt center packet
- Computer or personal device
- PBS website:
http://www.pbs.org/empires/egypt/newkingdom/pharaohs.html
- BrainPop video:
http://www.brainpop.com/socialstudies/worldhistory/egyptianpharaohs/preview.weml

3) Pyramids
Enduring Understandings
1. The pyramids remain today as symbols of devotion to the pharaoh, dedication to hard work,
and the engineering talent of the Ancient Egyptian civilization.
Essential Questions
1. Why did the ancient Egyptians design the pyramids the way they did?
2. Do you think the pyramid is the best type of building for the pharaohs tomb? Explain your
answer.
Hands-On Activities
1. Students watch short video on the construction of the pyramids. Students answer guiding
questions as they watch the video.
2. Students work in their group to try to construct 8 by 8 model/puzzle of a pyramid.

Materials
- Egypt center packet
- Computer or device
- Pyramid construction video from Discovery Education:
http://www.discoveryeducation.com/?returnURL=player%2Ediscoveryeducation%2Ecom%
2Findex%2Ecfm%3FguidAssetId%3DC4D2A8E9-D4D7-4632-976F-0CF511876F8A
- 3-D pyramid puzzle

4) Mummification
Enduring Understandings
1. Mummification was taken very seriously because it was an essential component of the
Egyptians journey to the afterlife.
Essential Questions
1. Why was mummification an important aspect of ancient Egyptian life?
Hands-On Activities
1. Students use Unwrapping a Mummy book to discover what lies behind the linen used for
wrapping a mummy.
2. Students use two websites to virtually unwrap a mummy. Afterwards, they must critique
which one they felt was less of a true experience.
Materials
- Egypt center packet
- Computer or personal device
- Mummification overview handouts from Interact: Egypt
- Mummy making websites:
o http://oi.uchicago.edu/OI/MUS/ED/mummy.html
o http://www.bbc.co.uk/history/ancient/egyptians/launch_gms_mummy_maker.shtml
- Unwrapping the Mummy pop-up book

5) Myths, Gods, and Goddesses
Enduring Understandings
1. Understanding the religion and myths of a particular society helps one understand and relate
to that societys culture and history.
Essential Questions
1. Why do some cultures have a belief in magic and superstition while others do not?
2. How does polytheism shape a culture?
Hands-On Activities
1. Read-aloud of the myth of Osiris and Seth
2. Teacher-led magic trick to illustrate ancient Egyptian thought about those who possessed
special abilities (whether legitimate or perceived)
3. Using the British Museum website on Ancient Egypt, research 8 gods/goddesses for facts.
Students should understand the physical characteristics and special powers each
god/goddess posses.
4. Complete the gods and goddesses matching card game. Students read cards with
descriptions of gods and they must match the description card to the picture card.
Materials
- Egypt center packet

- Gods and goddesses website: http://www.ancientegypt.co.uk/gods/explore/main.html
- Gods and goddesses matching card game
- Copy of the myth of Osiris and Seth
- Gods and goddesses description handout from Interact: Egypt

6) King Tut
Enduring Understandings
1. Rulers can be considered great not only by what they did during their reign, but also by
what they leave behind for future generations.
Essential Questions
1. Is King Tuts legacy the most influential of all pharaohs?
2. Would King Tut be considered a great ruler by todays standards?
Hands-On Activities
1. Read short story about King Tuts life as a ruler.
2. Analyze artifacts discovered in King Tuts tomb using a virtual, primary source tour.
Students can click on various chambers in his tomb and navigate through the rooms. Artifact
souvenir cards are also included in the packet to compliment the artifacts discussed in the
tomb exploration. Each card has a picture of an artifact, and the back of the card includes a
description of it.
3. Create a newspaper article using Fodey.com to highlight an artifact discovered in his tomb.
Students will write a creative paragraph claiming to have discovered an amazing artifact. In
the paragraph, they will explain the artifacts significance, where it was found, and how it
was found.
Materials
- Egypt center packet
- Story of King Tut from Secrets of the Mummies
- King Tut artifact souvenir cards
- Computer or personal device
- Virtual tour website: http://archive.fieldmuseum.org/tut/explore.asp
- Fodey Newspaper generator website:
http://www.fodey.com/generators/newspaper/snippet.asp

7) Afterlife
Enduring Understandings
1. Ancient Egyptians were obsessed with life, rather than death.
Essential Questions
1. Why did the afterlife appeal to the ancient Egyptians?
2. Do to you think removing mummies from their tomb is a good way to honor them or is it
disturbing their afterlife?
Hands-On Activities
1. Students read a NOVA interview with an Egyptologist, in addition to a handout on the
Book of the Dead and the Afterlife.
2. Students use a simulation to apply their knowledge of the afterlife. Can they afford and plan
the afterlife of their dreams? The website goes through four stages of purchasing options:
tomb, mummification, sarcophagus, and tomb extras. Students need to remain on their
restricted budget while they purchase things to help them have a safe and secure afterlife.

Materials
- Egypt center packet
- NOVA interview transcript with an Egyptologist
- Mummification 3 handout from Interact: Egypt
- Computer or personal device
- Simulation website: http://legacy.mos.org/quest/et/

8) Draw Like An Ancient Egyptian
Enduring Understandings
1. Egyptian art tells stories about human experience through hieroglyphic writing, scenes of
Egyptian people, and portrayals of Pharaohs & Egyptian gods.
Essential Questions
1. How does Egyptian art help us to know about ancient Egyptian life?
Hands-On Activities
1. Students observe and analyze color print outs of different types of Egyptian wall
art/drawings.
2. Students use graph paper and new knowledge to try to draw themselves in the proper
Egyptian style. They will also draw what they would want to take with them to the afterlife.
They must stick to Egyptian regulations: side profile, forward shoulders, decorative clothes,
etc.)
Materials
- Egypt center packet
- Egyptian art reading from Interact: Egypt
- Color print outs of tomb art
- Graph paper
- Markers

Prior knowledge
- Students have completed the textbook section readings that gave them a brief overview of
geography, rulers, social organization, and culture of Egypt. With each section, they were
given a homework worksheet that prompted them to answer several questions that revealed
the main ideas. They have not been exposed to the detail on each topic that each center dives
into.

Instructional Plan
- As students enter the room, the teacher will greet them.
- The teacher will prompt everyone to be seated and will make an announcement clarifying
that today is the last day for the Egypt centers. Students should have 7 centers completed. If
students were absent or are missing a center, they are to see Mrs. Moor or Ms. Tansey to
make arrangements to make up the work.
- Modifications for special learners: students have been pre-assigned to groups of mixed
abilities to allow for collaboration and cooperative learning among all learning styles and
types. Groups that finish early will be provided a Junior Scholastic on Egypt to read while
other groups who may need more time are finishing up.
- Students will then be instructed to send one person from the group to retrieve the manila
envelope needed for the day, if they have not done so already. Because they have been doing

the centers for 7 days already, many know what to do as soon as they enter the room.
Students will be instructed to follow the directions carefully.
- Each group will have a different leader every day who will take on the responsibility of
reading the directions before the group begins the activity. Each center envelope has step-
by-step instructions, as well as time restraints for students to refer to. Each envelope has the
necessary readings, handouts, and materials inside of it. Students know to empty all
materials from the envelope at the beginning so that they can see every resource they have.
- As students begin, the teacher will facilitate the student-centered learning by moving
between groups and assisting groups who raise their hand with questions. The teacher
should try to spend equal time with each group. A recommended 5-10 minute check in
session is suggested, then the teacher will move on to the next group.
- When the students have fifteen-twenty minutes remaining in the class, the teacher will
announce a time check to remind students where they should be in the directions.
- With three-five minutes left of class, the teacher will make an announcement for the students
to begin cleaning up and return to their seats for dismissal.

Closing
- After students return to their seats, the teacher will instruct all group members to share with
each other one fact they learned about Ancient Egypt through their center. Facts may not be
repeated.
- Students will be dismissed by group when the teacher notifies them that their table is clean.