Design Topic Ancient Egypt__ Subject(s) World History and Geography to 1500 Grade(s) _8__ Designer(s) __Madeline Person__

Understanding by Design

Unit Cover Page

Unit Title: The Ancient World: Egyptian Civilization Grade Levels: _8____

Topic/Subject Areas: _Locating civilization in time and place, the land of Egypt, the
history of Egypt, the culture of Egypt__________________

Key Words: __Mesopotamia, Polytheism, Pharaohs, Khufu, Hatshepsut, Thutmose III,

Fertile Crescent, Irrigation, Hieroglyphics,______________

Designed By: ___Madeline Person________ Time Frame: 10, 90 min lessons, 1 unit

School District: Regent University School: Teacher Ed & IDS Dept.

Brief Summary of Unit:

This Unit will acquaint the student with the ancient river valley civilization of Egypt. The
student will be able to identify key geographic regions and their importance. The unit will be
divided into topic such as geography, the kingdoms of Egypt, famous queens and pharaohs,
the culture of Egypt, including the religions, and modern archeology about Egypt. Students
will participate in primary source document analysis and will create their own replic of an
Egyptian artifact. The student will gain an overview of Egypt through this unit and will be
able to think deeply about essential questions.

Unit design status: X Completed template pages – stages 1, 2, 3

Completed blueprint for each performance task X Completed rubrics

Directions to students and teacher Materials and resources listed

x Suggested accommodations x Suggested extensions

Status: Initial draft (date: ___________) Revised draft (date: ____________)

Peer Reviewed Content Reviewed Field Tested Validated Anchored

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 1

Design Topic Ancient Egypt__ Subject(s) World History and Geography to 1500 Grade(s) _8__ Designer(s) __Madeline Person__

STAGE 1 – DESIRED RESULTS

Unit Title: Ancient Civilizations: The Egyptians and the Hebrews

Established Goals:

WHI.3 The student will demonstrate knowledge of ancient river valley civilizations of Egypt

a) locating these civilizations in time and place;

b) describing the development of social, political, and economic patterns, including slavery;
c) explaining the development of religious traditions;

Understandings: Students will understand that… Essential Questions:

• … the Nile River Valley and the Nile Delta provided • Why are river valleys essential for a thriving
the Egyptian civilization with water to grow crops, set civilization?
up an irrigation system, and protect from outside • Why did Egypt eventually feel threatened by the
enemies. presence of the Hebrews in their land?
• Egypt was a part of the River Valley civilizations • Was slavery necessary for an ancient culture to
• The Nile River Valley and the Nile Delta provided the survive?
Egyptian civilization with water to grow crops, set up • How did Egypt contribute to the economic, political,
an irrigation system, and protect from outside and social progress of Ancient Civilizations?
enemies. • What is the difference between monotheism and
• Egypt was a major contributor to economic, political, polytheism?
and social progress.
• Monotheism was a practice of Religion whereby all
the people worshipped one God.
• Civilizations often enslaved other civilizations when
they became a threat. This is what happened to the
Hebrews when the Egyptian Pharaoh took them as
slaves.

Students will know: Students will be able to:

• Egypt was a part of the River Valley civilizations • Locate the Nile River Valley on the map.
(about 3500 to 500 b.c.) • Use primary and secondary sources to understand
• The Pharaoh was the supreme leaders of Egyptian life in ancient Egypt.
civilization. Pharaohs were hereditary rulers. •Use primary and secondary sources to understand
• The code of Hammurabi was the system of laws for the culture of Judaism.
Egypt. • Differentiate between the three kingdoms of Egypt.
• Egyptians used bronze and iron to make tools and •Locate specific countries and rivers on a globe
weapons. They were the creators of massive cities •Use artifacts to interpret the past.
and were a center of commerce in the ancient world.
• Egyptians used slaves to build their cities.
• Egyptians practiced polytheism, the worship of many
gods.
• The kingdoms of Egypt are divided into the Old
Kingdom, The Middle Kingdom, and The New
Kingdom.
• The social structure of Egypt was top down, and
separated by classes
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 2
Design Topic Ancient Egypt__ Subject(s) World History and Geography to 1500 Grade(s) _8__ Designer(s) __Madeline Person__

• Women in ancient Egypt were more favored in

society than in other cultures.

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks:
 Authentic Assessment— Students will be
required to participate in a group project
wherein they will create four museum
displays about Egyptian civilizations.
Students will be required to give a verbal
presentation as well as develop a museum
brochure explaining their respective
displays.
 Art Day — students will be assigned one
of three possible art projects to do, these
include pottery, mummification, or
irrigation models.
Other Evidence:
- Quiz- Five Question Multiple Choice
- Homework Assignment: Students will
read unites from the text book and answer
discussion questions. Bring to class and
discuss.
- Homework Assignment: Vocabulary drill.
Students will be given a list of vocabulary
words to study and be asked to discuss in
class.

 Facts and Folklore—Students will list all

they know about the Egyptian religious
culture, including folklore. Then the
students must identify what is fact and
what is folklore from the different lists
(Rutherford, 2008, pg.109)

Student Self-Assessment and Reflection

 Pre-assessment—Have students write down what they think of when they hear the word, “Egypt”.
 Post-assessment—At the end of the unit have the students write how their perceptions of Egypt have changed.
 Journal—Have students journal their personal views on slavery and bring their thoughts to class to discuss.

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:
(list by number here and then complete the week-by-week planning calendar below using the same information)

1. Hook/Pre-Assessment: Frame of Reference – Students complete a concept map detailing their

knowledge of Ancient Egypt. Provides the teacher with pre-assessment data on what the students
already know about Egypt. (Rutherford, 2008, pg. 91).

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 3

Design Topic Ancient Egypt__ Subject(s) World History and Geography to 1500 Grade(s) _8__ Designer(s) __Madeline Person__

2. Introduce Standards and Goals – Begin by explaining the pre-assesment actrivity. Then give
students a summary of what they will know by the end of the two week unit.
3. Introduce the Final Product: Museum Display—Place a completed museum display at the
front of the class. Introduce the final assessment.
4. Ancillary Skills: Interactive notebook – Pass out notebooks and begin lecture on how to use the
notebook and how it will be graded. TTW pass out images of Egyptian artifacts and a primary
source document. TTW model how to take notes in the interactive notebook on primary source
documents and images. (Rutherford, 2008, pg.228)
5. Think Pair Share – TTW read the essential question of the day to the students. TSW think
quietly to themselves or jot down ideas on the left side of their notebook. After 2 min, TSW
share their thoughts with their shoulder partner and record their answers on the right side of the
notebook. (Rutherford, 2008, pg. 112).
6. Interactive notebook – Begin lecture on Egyptian geography. TSW record notes and interact
with the material through their note book and partner discussion (Rutherford, 2008, pg. 228).
7. Reading Roles – TTW pass out reading role cards. TSW sit in groups of four at their tables, read
the textbook, and discuss. TSW then fill out worksheets relating to the reading.
8. Map Worksheets- TSW practice locating key locations on the map.
9. Interactive Notebook – Begin lecture on the kingdoms of Egypt. TSW record notes and interact
with the material through their notebook and partner discussion (Rutherford, 2008, pg. 228).
10. Vocabulary Drill/Activity – TTW pass out a list of vocabulary words that were discussed in
class. In groups TSW study/quiz each other on the words. On the projector TTW place the words
on the screen and take turns asking the groups to define them.
11. Homework – TSW read the assigned text from the book, complete worksheet, and be prepared
to discuss in class.
12. Interactive Notebook- Begin lecture on Egyptian culture. TSW record notes and interact with
the material through their notebook and partner discussion (Rutherford, 2008, pg. 228).
13. Fact or Folklore Activity- TSW list all they know about a topic including folklore. TSW
identify which facts or true and which are folklore. Helps teacher discern prior knowledge.
(Rutherford, 2008, pg. 109)
14. Homework- Vocabulary Worksheets
15. Review – in the beginning of class, review Egyptian irrigation and why it was important for
society.
16. Art Project: Shaduf – In the classroom TTW bring one set of materials for each table. In
groups TSW construct their own replica shadufs to use on their museum displays.
17. Quiz – 5 Question multiple choice on Egyptian geography.
18. Homework/Assessment – TSW choose one character from the social hierarchy of Egyptian
society. TSW write a 250 word paper on their role in society.
19. Quiz review – TTW discuss the questions on the quiz and checking for understanding with the
students by have them raise their hands on questions they found especially challenging.
20. Interactive notebook – Begin lecture on the famous Pharaoh’s and Queens of Egypt. TSW
record notes and interact with the material through their notebook and partner discussion
(Rutherford, 2008, pg. 228).

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 4

Design Topic Ancient Egypt__ Subject(s) World History and Geography to 1500 Grade(s) _8__ Designer(s) __Madeline Person__

21. Graphic Organizer Activity- Compare and contrast Nefertiti, Tiy, and Nefertari by creating a
graphic organizer such as a Venn Diagram to show the similarities and differences between the
three. Each table will take turns discussing their answer with the class. (“The Queens of Egypt
Lesson Plan”, PBS.org, n.d. Web.)
22. Exit Ticket – TSW fill out an exit ticket with one thing in the class they still find confusing.
TTW will go over questions next class.
23. Reading Roles– Begin lecture on Egyptian religion and watch video on mummification. TTW
pass out three primary source documents on Egyptian religions. TSW use reading role cards.
TSW use the primary source documents to write a two paragraph summary of the documents.
24. Remediation –TTW work with a small group of struggling students in a corner of the classroom
who are struggling with difficult vocabulary words and the difficult reading structure of the
documents.
25. Question Ball Activity – TSW stand in rows against the wall and face each other. TTW will
write vocabulary words and concepts on the ball. TSW throw the ball to each other and wherever
their right thumb is touching, that is the question they have to answer out loud.
26. Classwork/homework – TSW work on their GRASP assignments in the library or computer lab
during class time.
27. Art Day: Artifact – TSW choose to either prepare a model of an artifact using clay, wood, or
paper or TSW choose to draw something that represents the fashion of the time period. Each
student will be required to write a two-paragraph explanation of their project. TSW include the
time period, materials used, hairstyle, composition of make-up, and other related information.
(Virginia Department of Education, History and Social Science Standards of Learning Enhanced
Scope and Sequence: 2013).
28. Introduce final Project- TTW introduce the final GRASPS project and divide students into
their groups.
29. GRASPS Activity – Students will be required to participate in a group project wherein they will
create four museum displays about Egyptian civilizations. Students will be required to give a
verbal presentation as well as develop a museum brochure explaining their respective displays.
30. Peer review – TSW each have a rubric to fill out for every museum display. The groups will
take turns going around the room, observing classmate’s projects, filling out each Rubric.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 5

Design Topic Ancient Egypt__ Subject(s) World History and Geography to 1500 Grade(s) _8__ Designer(s) __Madeline Person__

Stage 3 – Plan Learning Experiences and Instruction

Consider the WHERETO elements. You must include enough instruction for 10 lessons.

Monday Tuesday Wednesday Thursday Friday

1. 2. 3. 4. 5.
 Pre-assessment:  Finish lecture on  Begin lecture on the  Begin lecture on  Review Egyptian
Frame of Geography and the kingdoms of Egypt. Egyptian Culture Irrigation and its
Reference Nile  Vocabulary Drill integrate primary importance
(Rutherford, 2008,  Reading Roles activity source documents  Art Project:
pg. 91). Activity  Reading Homework  Fact or Folklore Construct a Shaduf
 Introduce  Worksheets and worksheets Activity
standards, goals,  Homework sheet on (Rutherford, 2008,
and essential vocabulary terms pg. 109)
questions  - Exit Ticket  Minor Essay
 Ancillary Skills: Assigned
Interactive
Notebook
(Rutherford, 2008,
pg. 228).
 Think Pair Share
Activity (Rutherford,
2008, pg.112)
 Begin lecture on
Egyptian
Geography.
 - Map Exercise
6. 7. 8. 9. 10.
 Minor Essay Due  Begin lecture on  Begin lecture on  Art Day: Construct  GRASPS Project
 Quiz- Multiple Egyptian Religion modern archeology and artifact or a Due
Choice Quiz on incorporate primary  Question Ball drawing (Virginia  Peerreview
Egyptian source documents Activity Department of Worksheets
Geography and  Watch video on  Class work:  Presentations
Education,
Culture Mummification Student’s will  Discussion
 Begin lecture on  Reading Roles research their History and Social
Queens and and Summaries assigned exhibit Science Standards
Pharaohs of Egypt  Assign GRASPS topic in the of Learning
computer lab
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 6
Design Topic Ancient Egypt__ Subject(s) World History and Geography to 1500 Grade(s) _8__ Designer(s) __Madeline Person__

 Graphic Organizer assignment and Enhanced Scope

Activity (pbs.org, divide students in and Sequence:
n.d.) groups
2013).


11. 12. 13. 14. 15.

16. 17. 18. 19. 20.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 7

Design Topic Ancient Egypt__ Subject(s) World History and Geography to 1500 Grade(s) _8__ Designer(s) __Madeline Person__
Museum Exhibit Rubric
Advanced
4 3
Includes at least one
quotation from the
novel and at least six
Required Elements
artifacts that cover at
least four different
genres. Curator’s notes
are included for all
artifacts.
Artifacts in the exhibit
clearly relate to the
main topic. Covers
topic completely and in
Topic/Content
depth. Encourages
readers to know more.
A lot of thought was
put into making the
exhibit interesting and
Creativity fun as shown by
creative artifacts and
curator’s notes.
Grammar, spelling,
punctuation,
Mechanics capitalization are
correct. No errors in the
text.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Accomplished
Includes at least one
quotation from the novel
and at least six artifacts
that cover at least three
different genres.
Curator’s notes are
included for all or most
artifacts.
Artifacts in the exhibit
clearly relates to the main
topic. Includes essential
information and enough
elaboration to give
readers an understanding
of the topic.
A lot of thought was put
into making the exhibit
interesting and fun as
shown by creative
artifacts and curator’s
notes.
Grammar, spelling,
punctuation,
capitalization are correct.
No errors in the text.
Developing
2 1
Missing one to two
required elements. May
have no quotation from
the novel or fewer than
six artifacts. Curator’s
notes are included for
most artifacts.
Artifacts in the exhibit
clearly relates to the main
topic. Includes essential
information and enough
elaboration to give readers
an understanding of the
topic.
A lot of thought was put
into making the exhibit
interesting and fun as
shown by creative
artifacts and curator’s
notes.
Grammar, spelling,
punctuation, capitalization
are correct. No errors in
the text.
Beginner
Missing three or more
required elements (i.e.,
the quotation from the
novel and six museum
artifacts). Curator’s
notes are incomplete or
not included for the
artifacts.
Artifacts in the exhibit
clearly relates to the
main topic. Includes
essential information
and enough elaboration
to give readers an
understanding of the
topic.
A lot of thought was put
into making the exhibit
interesting and fun as
shown by creative
artifacts and curator’s
notes.
Grammar, spelling,
punctuation,
capitalization are
correct. No errors in the
text.
8
Design Topic Ancient Egypt__ Subject(s) World History and Geography to 1500 Grade(s) _8__ Designer(s) __Madeline Person__

References
Rutherford, Paula. Facilitator's Handbook: Instruction for All Students. 2nd ed. Alexandria, VA: Just Ask Publications, 2008. Print.

“The Queens of Egypt Lesson Plan”, PBS.org, n.d. Web. http://www.pbs.org/empires/egypt/educators/lesson3.html

Virginia Department of Education, History and Social Science Standards of Learning Enhanced Scope and Sequence: 2013. Web.
http://www.doe.virginia.gov/testing/sol/scope_sequence/history_socialscience_scope_sequence/2008/scopeseq_histsoc_worldgeo_to1500.pdf

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 9