6th+Grade+Egypt

__**Egypt Unit**__ By: Melissa Curran, Kari Wilcox, and Sarah Holmstrom **Essential Questions:** 1. What were the major river systems in Ancient Egypt and why were they important? 2. How did economic surplus and the emergence of cities as centers of culture and power come about? 3. How does religion affect and dictate the establishment and development of Egypt's social and political order? 4. What geographical features affected the placement of ancient Egypt's settlement? 5. How did trade and the import and export of goods influence and shape Egyptian culture? 6. What is the significance of Queen Hatshepsut? 7. What is the significance of Ramses the Great?  8. In what ways did Egyptian art and architecture influence future civilizations?

**Standards:** 6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
 * 1.Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations.
 * 2.Trace the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and power.
 * 3.Understand the relationship between religion and the social and political order in Mesopotamia and Egypt.
 * <span style="font-family: Georgia,serif; font-size: 14px; line-height: 21px;">6.Describe the role of Egyptian trade in the eastern Mediterranean and Nile valley.
 * <span style="font-family: Georgia,serif; font-size: 14px; line-height: 21px;">7.Understand the significance of Queen Hatshepsut and Ramses the Great.

<span style="font-family: Georgia,serif;">**Goals:**

<span style="font-family: Georgia,serif; font-size: 110%;">1. Students will examine the affect of religion on the establishment and development of Ancient Egypt's social and political order. <span style="font-family: Georgia,serif; font-size: 110%;">2. Students will understand and determine which geographical features affected the placement of ancient Egypt's settlement. <span style="font-family: Georgia,serif; font-size: 110%;">3. Students will be able to determine now trade and the import and export of goods influenced and shaped Egyptian culture. <span style="font-family: Georgia,serif; font-size: 110%;">4. Students will discuss Rosetta Stone and understand its importance. <span style="font-family: Georgia,serif; font-size: 110%;">5. Students will learn about mummification and be able to describe the process in detail. <span style="font-family: Georgia,serif; font-size: 110%;">6. Students will learn about social hierarchy in Egypt and understand the way the system worked. <span style="font-family: Georgia,serif; font-size: 110%;">7. Students will learn about the Pharaohs and be able to fill out a chart describing and distinguishing between Hatshepsut, Nefertiti, and King Tut. <span style="font-family: Georgia,serif; font-size: 110%;">8. Students will learn about the Egyptian gods and understand the differences between Isis, Osiris, Ra, Set, Horus, Anubis, and Thoth. <span style="font-family: Georgia,serif; font-size: 110%;">9. Students will be able to interpret, analyze, and create their own Egyptian art.


 * <span style="font-family: Georgia,serif;">** Unit Title: **__ Discovering Ancient Egypt __

<span style="font-family: Georgia,serif;">** Grade Level(s): ** __6__ **Time Frame:** __3 Weeks__

<span style="font-family: Georgia,serif;">** Theme: ** <span style="font-family: Georgia,serif;">__How does religion affect and dictate the establishment and development of Egypt's social and political order?__

<span style="font-family: Georgia,serif;">** Subject/Topic Area(s): **__ Religion in Ancient Egypt, Egypt's geographical features and their contributions to Egypt's settlement, trade, and Egyptian culture. __

<span style="font-family: Georgia,serif;"> **Key Words**: __ pyramid, Rosetta stone, mummification, Pharaoh, delta, cataract, vizier, hieroglyph, mummy, civil war, famine, cost-benefit analysis, reign, rural,__ __Narmer, Amenhotep, Hatshepsut, Akhenaton, Tutankhamen, Ahmose I, Cleopatra VII, Nefertiti, Nefertari, Thutmose I, Thutmose III, Ramses II, scribes, sphinx, Book of the Dead, papyrus, Temple of Karnak, obelisk, Abu Simbel Temple, mastaba, Hyksos, Hyksos Invasion.__

<span style="font-family: Georgia,serif;">** Designed By: **__ Kari Wilcox, Sarah Holmstrom, Melissa Curran __ ||


 * <span style="font-family: Georgia,serif;">** Summary Description of Unit (including but not limited to: curricular and unit goals, context, inclusion of parent participation, use of technology, learning environment considerations, and the unit’s appropriateness for English learners and special needs students): **

<span style="font-family: Georgia,serif; font-size: 13.3333px;">This unit covers all the important people and events that influenced the culture and establishment of the Ancient Egyptian civilization. Students will study and interact with all the important content outlines in the standards and will be challenged to explore their creativity and intellectual expression. They will explore the important role of religion within Egyptian culture and how it affected social and political order. Geographical influences, language conventions, trade, art, and architecture will also be discussed in this unit. The goals of this unit overall cover important social, political, geographical, and cultural information that students should know by the end of the unit. The unit falls within the study of a few other ancient civilizations such as Mesopotamia, Kush, Greece, and Rome. In addition, parents will be involved, informed, and participating in student learning through a newsletter sent home at the beginning of the unit, and a fun museum experience at the end of the unit. The newsletter provides important information and discussion questions that they can ask their student to be involved in their learning. At the end of the unit, parents are invited to view and admire all the work and projects the students have accomplished during the unit with the students as their tour guides.

In order to accommodate English learners and special needs students technology is utilized in the unit through consistent use of the Smart Board and Document Camera which enhances and engages the students on a daily basis. In addition, visual art, discussions, and group work will help these students learn despite their struggles. ||

<span style="display: block; font-family: Georgia,serif; text-align: center;">** Stage 1: Identify desired results. **

<span style="font-family: Georgia,serif;">** What content standards are addressed? **
 * <span style="font-family: Georgia,serif;">The content standards which will be addressed during this unit are as follows:

<span style="font-family: Georgia,serif;">6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
 * Social Science Standards:**
 * <span style="font-family: Georgia,serif;">1. Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations.
 * <span style="font-family: Georgia,serif;">2.Trace the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and power.
 * <span style="font-family: Georgia,serif;">3.Understand the relationship between religion and the social and political order in Mesopotamia and Egypt.
 * <span style="font-family: Georgia,serif;">4.Know the significance of Hammurabi’s Code.
 * <span style="font-family: Georgia,serif;">5. Discuss the main features of Egyptian art and architecture.
 * <span style="font-family: Georgia,serif;">6.Describe the role of Egyptian trade in the eastern Mediterranean and Nile valley.
 * <span style="font-family: Georgia,serif;">7.Understand the significance of Queen Hatshepsut and Ramses the Great.
 * <span style="font-family: Georgia,serif;">8.Identify the location of the Kush civilization and describe its political, commercial, and cultural relations with Egypt.
 * <span style="font-family: Georgia,serif;">9.Trace the evolution of language and its written forms.
 * Visual Arts: Historical and Cultural Context Standard: **
 * Visual Arts: Historical and Cultural Context Standard: **

3.1: Research and discuss the role of the visual arts in selected periods of history, using a variety of resources (both print and electronic). 5.3 Create artwork containing visual metaphors that express the traditions and myths of selected cultures.

** Language Arts Standard: ** 2.1 Write narratives: a. Establish and develop a plot and setting and present a point of view that is appropriate to the stories. b. Include sensory details and concrete language to develop plot and character. c. Use a range of narrative devices (e.g., dialogue, suspense). || <span style="font-family: Georgia,serif;">** What enduring understandings are desired (and what misunderstandings will be addressed)? **
 * <span style="font-family: Georgia,serif;">We hope that our students understand how religion in Ancient Egypt affected and dictated the establishment and development of Egypt's social and political order. We also strive to ensure that our students understand the affect of geographical features on the placement of Ancient Egypt's settlement. We will address misunderstandings regarding the differences between Ancient Egypt and Egypt today. Students may have misunderstandings or difficulty understanding and differentiating between all of the gods, goddesses, Pharaohs, etc. To help students with this difficult task, we will provide explicit instruction, guided practice, as well as art projects, graphic organizers, and scrapbooking activities to help students organize their thoughts. ||

<span style="font-family: Georgia,serif;">** What essential questions will guide this unit and focus teaching/learning? **
 * <span style="font-family: Georgia,serif;">Some essential questions which will guide the unit and focus the lessons and student learning are:

<span style="font-family: Georgia,serif; font-size: 14px;">1. What were the major river systems in Ancient Egypt and why were they important?

<span style="font-family: Georgia,serif; font-size: 14px;">2. How did economic surplus and the emergence of cities as centers of culture and power come about?

<span style="font-family: Georgia,serif; font-size: 14px;">3. How does religion affect and dictate the establishment and development of Egypt's social and political order?

<span style="font-family: Georgia,serif; font-size: 14px;">4. What geographical features affected the placement of ancient Egypt's settlement?

<span style="font-family: Georgia,serif; font-size: 14px;">5. How did trade and the import and export of goods influence and shape Egyptian culture?

<span style="font-family: Georgia,serif; font-size: 14px;">6. What is the significance of Queen Hatshepsut?

<span style="font-family: Georgia,serif; font-size: 14px;">7. What is the significance of Ramses the Great?

<span style="font-family: Georgia,serif; font-size: 110%;">8. In what ways did Egyptian art and architecture influence future civilizations? ||

<span style="font-family: Georgia,serif;">** What key knowledge and skills will students acquire as a result of this unit? **
 * <span style="font-family: Georgia,serif;">**// Students will know: //**
 * <span style="font-family: Georgia,serif;">the affect of religion on the establishment and development of Ancient Egypt's social and political order.
 * <span style="font-family: Georgia,serif;">the importance of Rosetta Stone
 * <span style="font-family: Georgia,serif;">about the process of mummification
 * <span style="font-family: Georgia,serif; font-size: 14px;"> about social hierarchy in Egypt and understand the way the system worked.
 * <span style="font-family: Georgia,serif; font-size: 14px;">about the Pharaohs: Hatshepsut, Nefertiti, and King Tut.
 * <span style="font-family: Georgia,serif; font-size: 14px;"> the Egyptian gods/goddesses and understand the differences between Isis, Osiris, Ra, Set, Horus, Anubis, and Thoth

<span style="font-family: Georgia,serif;">**// Students will be able to: //**
 * <span style="font-family: Georgia,serif;">understand and determine which geographical features affected the placement of ancient Egypt's settlement.
 * <span style="font-family: Georgia,serif;">be able to determine now trade and the import and export of goods influenced and shaped Egyptian culture.
 * <span style="font-family: Georgia,serif;">describe the process of mummification in detail.
 * <span style="font-family: Georgia,serif;">fill out a chart describing and distinguishing between Hatshepsut, Nefertiti, and King Tut
 * <span style="font-family: Georgia,serif;">Students will be able to interpret, analyze, and create their own Egyptian art. ||

<span style="display: block; font-family: Georgia,serif; text-align: center;">** Stage 2: Determine acceptable evidence. **

<span style="font-family: Georgia,serif;">** What evidence will show that students understand? **

<span style="font-family: Georgia,serif;">** Performance Tasks*: ** <span style="font-family: Georgia,serif; font-size: 13.3333px;">Task 2: Unification Activity <span style="font-family: Georgia,serif; font-size: 13.3333px;">Task 3: Flip book <span style="font-family: Georgia,serif; font-size: 13.3333px;">Task 4: Draw like an Egyptian <span style="font-family: Georgia,serif; font-size: 13.3333px;">Task 5: Egyptian Fairytales Writing Activity || <span style="font-family: Georgia,serif;">** * ****// Complete a Performance Task Blueprint for each task (next page). //**
 * <span style="font-family: Georgia,serif; font-size: 13.3333px;">Task 1: Scrapbook (3 Crowns, Winged Isis, Social Pyramid, Pharaoh Smush Book, Cartouche)

<span style="font-family: Georgia,serif;">** Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.): **
 * <span style="font-family: Georgia,serif;">There are two main pieces which will determine the overall grade for the students. First, there will be a 2 page (front and back) exam given on the last Friday of the second week which covers all the content from the unit. The test consists of multiple choice, fill in the blank and short answer questions for extra credit. Each of the performance tasks will be complied into a scrapbook which the students will make throughout the unit. The students will receive grades for each assignment in terms of quality, neatness, and effort as well as a grade for their overall presentation of materials within the scrapbook (i.e. is it neat and are words spelled correctly). Numerous observations will be made by the teacher regarding how the students' are reacting to and interacting with the material each day. These informal assessments will help guide the pace which takes place from day to day. ||

<span style="font-family: Georgia,serif;">** Student Self-Assessment: **
 * We believe that involving students in assessment is essential to a good lesson. When students become active partners in the learning process, they are more likely to engage in the lesson, put forth a great deal of effort, and retain the information being taught. At the end of each lesson in the unit, we will give students a self assessment form in which they can rate their performance, effort, and information learned. They will be asked to write about what they have done well and what they might still need/want to learn. Students will also be asked to set a goal for their learning. Another way that students will be asked to assess themselves will be through whole class and small group discussions. ||

<span style="display: block; font-family: Georgia,serif; text-align: center;">** Performance Task Blueprint ** <span style="font-family: Georgia,serif;">** Task Title: ** Scrapbook <span style="font-family: Georgia,serif; font-size: 13.3333px;">(3 Crowns, Winged Isis, Social Pyramid, Pharaoh Smush Book, Cartouche) <span style="font-family: Georgia,serif;">** Approximate time frame: ** 3 weeks

<span style="color: #000000; font-family: Georgia,serif; font-size: 13.3333px;">**What desired understandings/content standards will be assessed through this task?**
 * <span style="color: #000000; font-family: Georgia,serif;">The scrapbook is a compilation of numerous tasks assigned to the students during the entirety of the unit. This particular activity helps the students visually identify all the different parts of Egyptian life (economic, political, religous, and social) because it involves putting together a collection of assignemtns concerning each area. Moreover, it helps solidify the overall theme of the unit in relation to the other units which is "How does religion affect and dictate the development of ancient civilizations?"

<span style="color: #000000; font-family: Georgia,serif;">The desired understandings and content standards which be assessed through this task are: 6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Egypt. 3. Understand the relationship between religion and the social and political order in Mesopotamia and Egypt. - Social Pyramid, Flip Book 5. Discuss the main features of Egyptian art and architecture. - Winged Isis, Draw Like An Egyptian, Cartouche 6. Describe the role of Egyptian trade in the eastern Mediterranean and Nile valley. - Flip book, 7. Understand the significance of Queen Hatshepsut and Ramses the Great. - Pharaoh Smush Book

<span style="color: #000000; font-family: Georgia,serif;">This one task meets all of the standards which are required for teaching about Egypt because it incorporates all of the individual assignments listed above. For example, one activity which the students will complete deals with learning about Egypt's 3 Crowns (which pertains to learning about one political occurrence in Ancient Egypt). By the end of the activity the students will be able to describe the 3 crowns of Egypt (Upper, Lower, and Unified) and their history. They will be able to explain who conquered and unified Egypt as well as give reasons as to why the Upper and Lower Crowns were combined to make one Unified crown. Assignments such as this are what make up the four pages the students need to complete in their scrapbooks. ||

<span style="font-family: Georgia,serif;">** What criteria are implied in the standard(s)/understanding(s) //regardless// of the task specifics? **
 * The criteria which is implied in the standards for the students to understanding regardless of the task specifics involve having the students learn about Egypt's social, political, economic, and religious beliefs and practices. According to the standards, the 6th grade students need to not only know this information, but also know how it correlates to and differs from other ancient cultures. The students need to leave the unit being well-rounded on the subject so that when they learn the next unit they will be able to complete complex comprehensive, and analytical questions comparing and contrasting Egypt with other cultures. The scrapbook will not only help to organize and inform students on Egypt but will also help them visually compare numerous cultures because each unit will have its own spot in the scrapbook along with Egypt. For example, the students will be able to compare various facts about Mesopotamia to Egypt because it is the section right before Egypt in the scrapbook. The students can easily access both cultures and be able to visually compare information in a much easier manner. This is what the criteria is for the students regardless of the task specifics. ||

<span style="font-family: Georgia,serif;">** Through what authentic performance task will students demonstrate understanding? ** <span style="font-family: Georgia,serif; font-size: 13.3333px;">In this case, the authentic performance task which will demonstrate students' understanding is the scrapbook itself and the material inside it. The materials included in the scrapbook will serve as a formal assessment in that it will inform me of who understood the directions and material for each assignment. It should be noted that these do not have to be works of art worthy of being put on display somewhere. Instead, these scrapbooks should reflect the students' best efforts and attempts in correctly completing their work over the course of the unit.


 * <span style="font-family: Georgia,serif;">**// Task Overview (include G.R.A.S.P.S. – //****// goal, role, audience, scenario, purpose, and standards): //**

<span style="font-family: Georgia,serif;">**// GOAL- //** The goal for the scrapbook is to have the students compile all their information about Egypt into one area. The scrapbooks are comprised of each activity done throughout the unit as well as having a caption explaining each activity.

<span style="font-family: Georgia,serif;">**// ROLE- //** Students will need to keep each activity in their own folders and will be responsible for making sure every piece makes it into the scrapbook. At the end of the year, the students will be able to take the scrapbooks home with them. When all is said and done, the scrapbooks will have information about Mesopotamia, Egypt, Israel, India, and Greece.

<span style="font-family: Georgia,serif;">**// AUDIENCE- //** The scrapbooks are for both the teacher and the students. They are designed by the students as a means of artfully displaying their work for each unit. They then receive a grade after each unit and, at the end of the year, are able to take them home with them to be used again as a useful study tool and resource.

<span style="font-family: Georgia,serif;">**// SCENARIO- //** Upon completing all the lessons, the students will receive 3 days to complete their scrapbooks. This includes laying out the material, writing a caption for each activity, and making sure everything is written in pen and given some color. The students are allowed to layout their pages anyway they choose so long as it is neat and legible. They are given supplies such as fun scissors, glue, colored construction paper, markers, colored pencils, etc. At end of the 3rd day, the students need to turn them in to be graded.

<span style="font-family: Georgia,serif;">**// PURPOSE- //** This task should showcase all the overall work the students have done for 3 weeks while each individual activity will demonstrate the student's understanding of each individual standard.

<span style="font-family: Georgia,serif;">**// STANDARDS- //** The following standards will be addressed during this ongoing activity as well as some of the projects which correspond to the standard: 6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Egypt. 3. Understand the relationship between religion and the social and political order in Mesopotamia and Egypt. - Social Pyramid, Flip Book 5. Discuss the main features of Egyptian art and architecture. - Winged Isis, Draw Like An Egyptian, Cartouche 6. Describe the role of Egyptian trade in the eastern Mediterranean and Nile valley. - Flip book, 7. Understand the significance of Queen Hatshepsut and Ramses the Great. - Pharaoh Smush Book ||

<span style="font-family: Georgia,serif;">** What student products/performances will provide evidence of desired understands? **
 * The student product and performance which must be provided as evidence of desired student understanding are the students' finished scrapbooks complete with having everything inside the scrapbook complete.The individual assignements (such as the Book of the Dead Sarcophagus and Winged Isis seen in the picture below) demonstrate understanding and mastery of the individual standards covered in each lesson. The scrapbook demonstrates their understanding of the unit as a whole. ||

<span style="font-family: Georgia,serif;">** By what criteria will student products/performances be evaluated? ** <span style="font-family: Georgia,serif; font-size: 13.3333px;"> The criteria which the students' products will be evaluated on are as follows: <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The students need to have all of the material in their scrapbooks neatly with correct spelling in order to receive an A. I need to see they tried their absolute best to get an A. This includes having all of their individual assignments completed. Each of these criteria will be applied to each individual assignment and caption. I will go through and give each individual assignment a grade as well as grading that caption. Once I have all of their grades, I will average the grades out for an overall grade for their scrapbook. For example, if a student has a collective total of 6 A's, 10 B's and 3 C's, then the student will receive an overall grade of a B. If a student is missing much, or most, of their work and/ or have insufficient captions then they will receive a C- or below.
 * * Neatness
 * spelling
 * Effort
 * Completion
 * Informative - demonstrates the student's understanding of the information and understanding of the activity. ||

<span style="font-family: 'Times New Roman',Times,serif; font-size: 13.3333px;">The following are some pictures depicting some of the materials which will be included in the scrapbooks the students will be making:

This picture shows a completed Winged Isis (left) art project which is done in connection to the gods and goddesses lesson. It also shows a complete Book of the Dead (right) project which the students completed after learning about mummification and burial rituals. The students were instructed to write their own books of the dead and design a sarcophagus lid similar to that seen in this photo. Lastly, this picture shows how the captions should be written along with some other miscellaneous pieces about Egypt. This activity focused on having the students master the social hierarchy which presided during Ancient Egypt. The students hand-drew this pyramid and were instructed to correctly label and explain each part of the pyramid <span style="display: block; font-family: Georgia,serif; text-align: center;">** Performance Task Blueprint **

<span style="display: block; font-family: Georgia,serif; text-align: left;">**Task Title:** Unification Logo ** Approximate time frame: ** 30-45 min <span style="display: block; font-family: Georgia,serif; text-align: left;">** What desired understandings/content standards will be assessed through this task? **
 * Students will understand the events surrounding the unification of upper and lower Egypt by Narmer in 3100 BC.

<span style="display: block; font-family: Georgia,serif; text-align: left;"> Students will understand why the double crown was created by combining the white crown of Upper Egypt with the red crown of Lower Egypt.

<span style="color: #000000; display: block; font-family: 'Bookman Old Style'; font-size: 13.3333px; text-align: left;">Students will be able to work creatively within a group setting to generate their own unification symbol, similar to the unification of the crowns in Upper and Lower Egypt, by combining two modern company logos, state flags, country flags, etc.

<span style="display: block; font-family: Georgia,serif; text-align: left;">** Standards: ** <span style="display: block; font-family: Georgia,serif; text-align: left;">// Social Science: // 6.2.3 Understand the relationship between religion and the social and political order in Mesopotamia and Egypt. <span style="display: block; font-family: Georgia,serif; text-align: left;">// Visual and Performing Arts: // <span style="color: #000000; display: block; font-family: 'Bookman Old Style'; font-size: 13.3333px; text-align: left;">5.3 Create artwork containing visual metaphors that express the traditions and myths of selected cultures. || <span style="display: block; font-family: Georgia,serif; text-align: left;">** What criteria are implied in the standard(s)/understanding(s) //regardless// of the task specifics? ** <span style="display: block; font-family: Georgia,serif; text-align: left;">** Through what authentic performance task will students demonstrate understanding? **
 * Regardless of the task specifics, the standards imply that 6th grade students understand important social and political milestones in Ancient Egyptian history, as well as the religious connection and influence in such events. The unification of Upper and Lower Egypt was one of the most important events in early Egyptian history, and led to a more cohesive and organized Egyptian culture and religion. Therefore, learning about and understanding this event and the visual representation of the unified culture in the crown of the pharaoh is essential for students to know. ||
 * **// Task Overview (include G.R.A.S.P.S. – //****// goal, role, audience, scenario, purpose, and standards): //**


 * Goal: ** Students will relate to and understand the action of uniting Upper and Lower Egypt in the representation of a single crown by creating their own unified modern symbol.


 * Role: ** The students will work in groups to create an original symbol, combining the logos of two modern competitors. These competitors can be competing companies (i.e. Apple and Microsoft) or countries (i.e. England and France). They will also include a supplemental list of major events, important people, important facts based on the notes taken from a PowerPoint


 * Audience: ** The students will share their logos with other groups at the conclusion of the lesson. These logos will also be displayed around the classroom for other teachers, students and parents to see.


 * Scenario: ** First, the students will be taught about the events surrounding the unification of Upper and Lower Egypt (important people, events leading up to it, vocabulary words, etc) in a PowerPoint presentation. The students will be instructed to take note on this PowerPoint since they will have to use information from the lecture to include in their logo. Next, the teacher will give the instructions for the activity and tell the students what they will be doing and what is expected of them to complete. The teacher will inform the students that this activity also includes a small list of major events, important people, important facts based on the notes taken from the PowerPoint. Then, the students and teacher will discuss as a class what kind of competitors they can use to create their logo. The teacher will lead the discussion by first giving examples to the class, then having them Think Pair Share about other ideas the students come up with. The teacher will provide magazines and encyclopedias for students to reference corporate logos and flags to help the with their project as well. Finally, the teacher will divide the class into groups and give them time to work on their project.


 * Purpose: ** The purpose of this activity is to give the students a real world example of an important event in Egyptian history. Students will be able to understand, relate to, and remember the event in more detail by creating their own logo/symbol and participating in a similar experience that the Egyptians did when they united the two crowns of Egypt.

// Social Science: // 6.2.3 Understand the relationship between religion and the social and political order in Mesopotamia and Egypt. // Visual and Performing Arts: // 5.3 Create artwork containing visual metaphors that express the traditions and myths of selected cultures. || <span style="display: block; font-family: Georgia,serif; text-align: left;">** By what criteria will student products/performances be evaluated? **
 * Standards: **
 * What student products/performances will provide evidence of desired understands? **
 * There are three main products/performances that will demonstrate desired understanding. First, the class discussion during the PowerPoint presentation will indicate their understanding based on their engagement and participation. Secondly, the notes taken by students and the list they create of important points from the Powerpoint will also demonstrate their understanding of the major events and key points of the unification of Egypt. Lastly, the quality and completion of the logo/symbol that each group creates will demonstrate their ability to work creatively in a group setting to accomplish a common goal. ||
 * ** Group cooperation **
 * ** Creativity **
 * ** Completion **
 * ** Accompanying Notes **

<span style="display: block; font-family: Georgia,serif; text-align: center;">** Performance Task Blueprint ** <span style="display: block; font-family: Georgia,serif; text-align: left;"><span style="font-family: Georgia,serif;"> **Task Title:** Flip Book ** Approximate time frame: ** <span style="font-family: Georgia,serif; font-size: 13.3333px;"> 3 weeks

<span style="display: block; font-family: Georgia,serif; text-align: left;">** What desired understandings/content standards will be assessed through this task? ** 6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush. 1. Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations. 2. Trace the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and power. 3. Understand the relationship between religion and the social and political order in Mesopotamia and Egypt. 5. Discuss the main features of Egyptian art and architecture. 6. Describe the role of Egyptian trade in the eastern Mediterranean and Nile valley. 7. Understand the significance of Queen Hatshepsut and Ramses the Great.
 * The following standards will be addressed during this ongoing activity:

<span style="display: block; font-family: Georgia,serif; text-align: left;">Students will be able to record information regarding Egypt's geography, religion, social and economic structures within the different flaps of the flip book. The flaps will be labeled in the following order: Arts, Geography, Writing, People, and Religion. Each are will contain information regarding each specific area. For example, students will record information regarding mummification, the book of the dead, and a chart on some of the most famous and popular gods and goddesses on the flap labeled Religion. Overall this flip book is designed to enhance student understanding by having them take notes which they can later use as a source of information to study for their test. This item will be placed in their scrapbooks after the test and will receive a grade for accuracy, completion, and neatness. || <span style="display: block; font-family: Georgia,serif; text-align: left;">** What criteria are implied in the standard(s)/understanding(s) //regardless// of the task specifics? ** <span style="display: block; font-family: Georgia,serif; text-align: left;">** Through what authentic performance task will students demonstrate understanding? ** <span style="display: block; font-family: Georgia,serif; text-align: left;"> Students will demonstrate understanding via the use of class and partner discussions. They will need to first Think Pair Share their thoughts a bout specific areas before sharing their thoughts with the class during a class discussion. For example, when the students are learning about Egypt's religion, they will need to Think Pair Share comparing and contrasting one way Egypt's religion is similar and different than Mesopotamia's religious beliefs. Once each group of partnership has an answer, then each group will need to participate in a class discussion comparing and contrasting the two religions while I write down information on a Venn Diagram. This will demonstrate to me not only who is understanding the information, but who is able to relate the information to other subjects as well.
 * Regardless of the task specifics, the students need to learn about all the different structures of Egypt. The standards and framework state that all 6th graders must be able to analyze the geographic, political, economic, religious, and social structures of Egypt. It does not specify the manner in which they must learn this, just that it needs to be learned. This criteria is being met via the flip book. ||
 * <span style="display: block; font-family: Georgia,serif; text-align: left;">**// Task Overview (include G.R.A.S.P.S. – //****// goal, role, audience, scenario, purpose, and standards): //**

//**GOAL-**// Students will be able to expand note-taking capabilities, improve listening skills, and master studying skills. Students will complete a flip book for their Egypt unit which will contain important information pertaining to Egypt's religion, geography, art, writing and social structure. From this they will master CA standard 6.2.

<span style="display: block; font-family: Georgia,serif; text-align: left;">**// ROLE //// - //** The students will be instructed to partake in taking notes during each lesson. They will be directed to listen attentively to the lesson and record the important information that the teacher writes down as an example

<span style="display: block; font-family: Georgia,serif; text-align: left;">//** AUDIENCE **// - Students will be active listeners during lessons so that they can participate in Think Pair Share, Shoulder Partner, and group discussions whenever the teacher decides to incorporate them in with the lessons. Once the groups have been able to discuss different topics, they will be asked to share their thoughts with the class. These discussions will also serve as informal assessments which will be used to assess student learning and achievement from each lesson.

<span style="display: block; font-family: Georgia,serif; text-align: left;">**// SCENARIO //**// - // Each lesson will involve having the students take notes in their flip books. For example, on the day we are learning about some of the most important pharaohs (such as Hatshepsut and Ramses the Great), the students will be making a chart diagramming the information for each pharaoh on the top part of the People flap. The teacher will indicate what information they are to write down and will demonstrate for the students via the use of a flip book and the DocCamera. Scenarios such as this will take place for each lesson.

<span style="display: block; font-family: Georgia,serif; text-align: left;">**// PURPOSE //**// - // The purpose of this assignment is to ensure the students are learning the information via the use of taking good notes. This activity will not only further their note-taking skills but will also help to cement the information in their memory for the test.

<span style="display: block; font-family: Georgia,serif; text-align: left;">**// STANDARDS //**// - // The following standards will be addressed during this ongoing activity: 6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Egypt. 1. Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations. 2. Trace the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and power. 3. Understand the relationship between religion and the social and political order in Mesopotamia and Egypt. 5. Discuss the main features of Egyptian art and architecture. 6. Describe the role of Egyptian trade in the eastern Mediterranean and Nile valley. 7. Understand the significance of Queen Hatshepsut and Ramses the Great. || <span style="display: block; font-family: Georgia,serif; text-align: left;">** What student products/performances will provide evidence of desired understands? ** <span style="display: block; font-family: Georgia,serif; text-align: left;">** By what criteria will student products/performances be evaluated? ** The students' flip books must be neat, written in ink, complete (having all the notes which were given during each class period), and organized (the notes are where they are supposed to be and are in the correct order). If a student did well in each area then they will receive an A. If the student has all the notes there but it is disorganized or sloppy, they will receive a B. Students will get a C if they are missing notes, information is disorganized and it is sloppy. D's and F's will be given if students are missing more than one area of notes and the information is disorganized.
 * The formal test which is given at the end of the unit as well as task observations will provide evidence for desired student understanding. Students who are sure to have all the notes will be able to pass the test with no problems. The test was written based off of the notes found in the flip book as well as some of the double column notes the students took for some lessons. Thus it is appropriate to say if they study their notes they will pass with ease. ||

This is an example of what the overall flip book will look like (minus the government flap - those notes will be taken on a separate sheet of paper).



<span style="display: block; font-family: Georgia,serif; text-align: center;">** Performance Task Blueprint **

<span style="display: block; font-family: Georgia,serif; text-align: left;"><span style="font-family: Georgia,serif; font-size: 13.3333px;">**Task Title:** Draw Like An Egyptian <span style="font-family: Georgia,serif;">** Approximate time frame: ** 45 minutes <span style="display: block; font-family: Georgia,serif; text-align: left;">** What desired understandings/content standards will be assessed through this task? ** <span style="display: block; font-family: Georgia,serif; text-align: left;">This lesson will meet History and Social Science Standard 6. 2: <span style="font-family: Georgia,serif; font-size: 14px; line-height: 21px;">3.Understand the relationship between religion and the social and political order in Mesopotamia and Egypt.
 * <span style="display: block; font-family: Georgia,serif; text-align: left;">Students will be able to learn and follow four basic rules in order to draw like an Egyptian. Students will explore samples of ancient Egyptian art from books, magazines, and approved online sources. Students will create paintings and drawings that incorporate the four rules.

<span style="display: block; font-family: Georgia,serif; text-align: left;">This lesson will also meet Visual Arts: Historical and Cultural Context Standard: 3.1: Research and discuss the role of the visual arts in selected periods of history, using a variety of resources (both print and electronic) || <span style="display: block; font-family: Georgia,serif; text-align: left;">** What criteria are implied in the standard(s)/understanding(s) //regardless// of the task specifics? ** <span style="display: block; font-family: Georgia,serif; text-align: left;">** Through what authentic performance task will students demonstrate understanding? ** Students will demonstrate their understanding and mastery of the learning goals/standards by
 * <span style="display: block; font-family: Georgia,serif; font-size: 13.3333px; text-align: left;">Regardless of the task specifics, students in 6th grade should learn about the social order in Ancient Egypt. They should thus be able to understand how art affected culture and how art has changed over time. The should be able to research art during Ancient Egypt using a variety of sources. ||

//**GOAL:**// Students will be able to learn and follow four basic rules in order to draw like an Egyptian. Students will explore samples of ancient Egyptian art from books, magazines, and approved online sources. Students will create paintings and drawings that incorporate the four rules.
 * <span style="display: block; font-family: Georgia,serif; text-align: left;">**// Task Overview (include G.R.A.S.P.S. – //****// goal, role, audience, scenario, purpose, and standards): //** ||

//**ROLE:**// Students will be asked to connect to the material in a deep and meaningful way. They will learn about Egyptian art and then discuss it as a whole class in detail.Then they will be asked to take what they have learned and apply it to their own drawings and paintings.

//**AUDIENCE:**// Students will be asked to make their drawings and paintings for a class museum. I will tell students that they are to create these drawings as authentically as possible so that others who come into our "class museum" will be able to learn about the culture of Ancient Egypt.

//**SCENARIO:**// I will set the context of the scenario for my students. We are going to be first learning all about Ancient Egyptian art through a PowerPoint presentation which I have created for them. Students will discuss the artwork and take notes regarding the four rules. Students can follow these steps and view the examples: Next students will research types of Egyptian art in a class library of books and magazines as well as on approved websites in our computer lab. Finally, they will incorporate their knowledge into their own pieces of art. I will ask them to imagine that they are creating these pieces of art for a class museum in which visitors will have the chance to learn about what life was like in Ancient Egypt. Throughout our unit, we will be adding other pieces of work to our class museum as well.

Students can follow these steps and view the examples:

1. Draw the head and the neck from the side view. Add one eye as it would look from the front. Then outline the eye in black and add an eyebrow that is curved and black. Draw the lips also from the side view. Draw a black wig showing the ear for both men and women. 2. Draw the shoulders and chest as if you're looking at them from the front. The arms are drawn according to what the figure is holding. 3. The hips, legs and feet are drawn from the side view too. Men wore short skirts and women wore straight dresses that were held in place by two straps. 4. When your outline is done, color the skin a dark tan. Clothes were mostly white but you can add a brightly colored jeweled collar that men and women both wore.

Here are the online sources we will use: [|All About Ancient Egyptian Art] [|Ancient Egyptian Coloring Book] [|Modern Art Painted in Ancient Egyptian Style] [|Egyptian Painting]



//**PURPOSE:**// The purpose of the lesson it to ensure that students understand what Egyptian art tells us about the social climate of Ancient Egypt. The purpose of the activity is to create art pieces which accurately depict ancient Egyptian art for our class museum.

//**STANDARDS:**// <span style="display: block; font-family: Georgia,serif; text-align: left;">Students will be able to learn and follow four basic rules in order to draw like an Egyptian. Students will explore samples of ancient Egyptian art from books, magazines, and approved online sources. Students will create paintings and drawings that incorporate the four rules.This lesson will meet History and Social Science Standard 6. 2: <span style="font-family: Georgia,serif; font-size: 14px; line-height: 21px;">3.Understand the relationship between religion and the social and political order in Mesopotamia and Egypt. <span style="display: block; font-family: Georgia,serif; text-align: left;">This lesson will also meet Visual Arts: Historical and Cultural Context Standard: 3.1: Research and discuss the role of the visual arts in selected periods of history, using a variety of resources (both print and electronic)

<span style="display: block; font-family: Georgia,serif; text-align: left;">** What student products/performances will provide evidence of desired understands? ** <span style="display: block; font-family: Georgia,serif; font-size: 13.3333px; text-align: left;">The class discussion, class notes, and art pieces will provide evidence of understanding. Students will be asked to discuss the artwork in detail with their partners as well as with the entire class. They will be asked to take notes on Egyptian art, particularly on the four rules. Students will also be asked to incorporate what they have learned into their art pieces.

<span style="display: block; font-family: Georgia,serif; text-align: left;">** By what criteria will student products/performances be evaluated? ** <span style="display: block; font-family: Georgia,serif; font-size: 13.3333px; text-align: left;">The art work will be evaluated based upon the rubric we have made. Students will be graded on the followed criteria: <span style="display: block; font-family: Georgia,serif; font-size: 13.3333px; text-align: left;">Elements and Principles/Incorporation of rules-- 1 point- The student incorporated 2 rules or less. <span style="display: block; font-family: Georgia,serif; font-size: 13.3333px; text-align: left;">3 points-The student incorporated only 3 rules. <span style="display: block; font-family: Georgia,serif; font-size: 13.3333px; text-align: left;">5 points- The student incorporated all four rules.

Creativity and Effort-- 1 point--The student put forth very little effort and/or creativity. 3points--Though there is some effort and creativity, the work was rushed and/or not student's best work. 5 points--The student put forth a great deal of effort and creativity. The piece is colorful and carefully done. <span style="display: block; font-family: Georgia,serif; text-align: center;">** Performance Task Blueprint ** <span style="display: block; font-family: Georgia,serif; font-size: 13.3333px; text-align: left;">**Task Title:** Ancient Egyptian Fairytales ** Approximate time frame: ** 30-45 min <span style="display: block; font-family: Georgia,serif; text-align: left;">** What desired understandings/content standards will be assessed through this task? ** Students will be able to write a creative narrative where they use their imagination to change a well-known fairytale to include important Ancient Egyptian people, events, artifacts, etc.
 * Total Possible Points-- 20 points**

Students will be able to establish and develop an appropriate plot, setting, and point of view to accommodate their fairytale.

Students will use sensory details and concrete language within their narrative.

Students will use a range of narrative devices such as dialogue and suspense.

2.1 Write narratives: a. Establish and develop a plot and setting and present a point of view that is appropriate to the stories. b. Include sensory details and concrete language to develop plot and character. c. Use a range of narrative devices (e.g., dialogue, suspense).
 * Language Arts Standard: **

<span style="display: block; font-family: Georgia,serif; text-align: left;">** What criteria are implied in the standard(s)/understanding(s) //regardless// of the task specifics? ** <span style="display: block; font-family: Georgia,serif; text-align: left;">** Through what authentic performance task will students demonstrate understanding? **
 * Regardless of the task, the implied criteria indicated by the standards are that 6th grade students should be able to write their own narrative that comprises of important literary skills and devices. For instance, 6th grade students should be able to develop a story with a plot, setting and point of view. They should be using academic language such as descriptive language and sensory details in order to engage the reader in the plight of the characters. In addition, they should be able to include devices such as dialogue and plot to distinguish their writing sample as a narrative as opposed to a poem, essay, expository text, or a persuasive essay. ||
 * <span style="display: block; font-family: Georgia,serif; text-align: left;">**// Task Overview (include G.R.A.S.P.S. – //****// goal, role, audience, scenario, purpose, and standards): //**
 * Goal: ** The goal of this activity is to challenge students to combine their knowledge of Egyptian people, events, and culture to write a creative narrative based on a well-known fairytale. They will not only practice and demonstrate their Language Arts skills but also their knowledge of Ancient Egypt.


 * Role: ** The students will write rewrite their favorite fairytale by changing the setting, characters and other items to Ancient Egyptian times. For example, instead of “Snow White and the Seven Dwarfs,” one student might write about “Nefertiti and the Seven Tomb Robbers.”


 * Audience: ** The students will share their stories with each other in pairs as well as the teacher. If time allows, the students will visit other classrooms to read their stories to younger elementary students to show them that their writing is important and does make a difference.


 * Scenario: ** The teacher will read an example of an altered fairytale from a past student in order to catch the students’ attention. Then, the teacher will explain to the students that they will be changing a fairytale of their own into Ancient Egyptian times. It will be stressed that the teacher will be looking for sensory details, descriptive language and literary elements in their writing so they should be sure to include these criteria. They will be instructed to choose their favorite fairytale and brainstorm ideas about how they could rewrite this story. They will use a bubble map and flow chart in order to organize their thoughts and ideas. Then, they will begin writing a draft of their story. They may have their peers proofread their stories before turning them in to the teacher.


 * Purpose: ** The purpose of this activity is to use history to allow students to practice their writing skills. It will also challenge them to think creatively in order to alter a fairytale with Egyptian elements.

2.1 Write narratives: a. Establish and develop a plot and setting and present a point of view that is appropriate to the stories. b. Include sensory details and concrete language to develop plot and character. c. Use a range of narrative devices (e.g., dialogue, suspense). ||
 * Standards: **

<span style="display: block; font-family: Georgia,serif; text-align: left;">** What student products/performances will provide evidence of desired understands ** <span style="display: block; font-family: Georgia,serif; text-align: left;">** By what criteria will student products/performances be evaluated? **
 * Their final draft of their rewritten fairytale will provide evidence of the students’ ability to write a narrative with all the important criteria outlined in the standards. ||
 * ** Grammar, spelling, punctuation **
 * ** Varied sentence forms (i.e. simple, compound, complex) **
 * ** The use of literary devices (i.e. dialogue, suspense) **
 * ** Creativity in incorporating elements from Ancient Egypt **
 * ** Completion **
 * **Neatness**

<span style="display: block; font-family: Georgia,serif; text-align: center;">** Stage 3: Plan learning experiences & instruction. **

<span style="font-family: Georgia,serif;">** What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understanding? **


 * <span style="display: block; font-family: Georgia,serif; text-align: right;">** Consider the W.H.E.R.E. elements, from the //student’s// perspective. **
 * <span style="font-family: Arial,Helvetica,sans-serif;">//<span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">W here/Why/What:// Students know //where// they are are going because objectives are laid out before each lesson. The students will be creating projects and assignments to be added to their "Ancient Egypt Scrapbooks." These scrapbooks are a special keepsake for students but also a way for them to teach others about Ancient Egypt. They know that each lesson will be added to their final assessment--the Scrapbook. Students also know //why// they are learning about Ancient Egypt. //Everything they are learning points back to the theme:// how does religion affect and dictate the establishment and development of Egypt's social and political order? The //what// stands for what they already know. Students have acquired a great deal of prior knowledge so far this year. They have already learned about the earliest cultures, the beginning of agriculture, and Mesopotamia. They already know about the five themes of geography and how religion, culture, and geography can shape a place. They will be using their prior knowledge to learn, write, draw, and create projects about Ancient Egypt. They also know //what// is required of them. Students will be taking notes and completing activities to be placed in the Scrapbook. They will also need to be studying and preparing for the unit exam.
 * // H ooked: //Students will be engaged in the lesson plan through the use of videos, PowerPoints, and class discussions in which they will use inquiry skills. They will also be doing a lot of their own research, problem-solving, and experimentation. For example, in the "Draw Like An Egyptian" activity, students will be researching Ancient Egyptian art through the use of books, magazines, articles, and other sources. They will be active participants in their own learning.
 * // E xplore/Experience/Equip:// <span style="font-family: Arial,Helvetica,sans-serif;">Students will //explore// and //experience// key ideas in each lesson. After learning about a new idea, students will engage in activities such as creating their own scrapbook complete with a 3 Crowns activity, a carefully crafted Winged Isis, a labeled drawing of a Social Pyramid, a creative Pharaoh Smush Book, and their own Cartouches. Students will participate in a Unification Activity, in which they will work as a team to experience the culture of Ancient Egypt and learn more about the civilization. Students will create a flip book to learn more about religion in Ancient Egypt. Students will learn to draw like an Egyptian and will participate in a writing activity based upon the writings in Ancient Egypt. These explorative activities will help equip students to meet all the standards and performance goals.
 * // R ehearse/Revise/Refine:// Throughout the unit, students will be given opportunities to rehearse, revise, and refine work based upon timely feedback. They will rehearse and revise by working constantly on their scrapbooks. They will be given time each day to add to and //refine// their work. They will be given the chance to assess their work as well.
 * // E valuate:// Prior to the conclusion of the unit, students will be given a self-assessment sheet in which they will assess their learning and set goals for the future. in which they can rate their performance, effort, and information learned. They will be asked to write about what they have done well and what they might still need/want to learn. Students will also be asked to set a goal for their learning. Another way that students will be asked to assess themselves will be through whole class and small group discussions. ||

<span style="display: block; font-family: Georgia,serif; text-align: center;">** Stage 3: Plan learning experiences & instruction. **

<span style="font-family: Georgia,serif;">** In what ways will technology be used that will equip students to develop and demonstrate the desired understandings? **
 * The smart board and DocCamera will be utilized for each lesson so that the information and content can be enlarged for the entire class to see. By using this piece of technology, each student will be able to participate in the lesson, see the information while it is being taught as well as being able to better see the visuals which will be used with each lesson. One example of this is the chart which will be made and later used to make a smush book about 3 famous pharaohs. The students will be able to see on the screen the chart which we will be filling with information about each pharaoh as a class. If we were to use poster paper instead of the DocCamera, the students in the back would not be able to see all the information clearly, which would prohibit them from receiving the information they need. Thus the use of technology will be optimized for each lesson to demonstrate the desired understandings so that the students are receiving the information clearly in order to better develop their understanding and mastery of the content. ||

<span style="font-family: Arial,Helvetica,sans-serif;">** What parental/family involvement activities will equip students to develop and demonstrate the desired understandings? ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> 1.How does religion affect Egypt's social and political order? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> 2. How did geography affect the placement of ancient Egypt's settlement? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> 3. How did trade shape Egyptian culture? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> 4. Who was Queen Hatshepsut? Who was Ramses the Great? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> 5. In what ways did Egyptian art and architecture influence future civilizations?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">In order to promote parental/family involvement, we provide a newsletter at the beginning of each new unit. This provides families with a list of required mastery skills for each subject taught as well as discussion questions. The discussion questions for parents and students to discuss are as follows:

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Parents will also be invited to come in and view our "classroom museum." Since this unit is quite extensive, we want our students to be able to show off all of their hard work to their parents. After the final assessment, parents are invited to stop by to observe students Egyptian paintings, cartouches, hieroglyphic puzzles, scrapbooks, fairy tale writing activity, etc. All will be hung around the room for parents to view "museum style." Students will be the expert tour guides, teaching their parents what they have learned about Ancient Egypt. ||

<span style="font-family: Georgia,serif;">** Design a bulletin board (include a sketch) and tell in what ways it will be used to equip students to develop and demonstrate the desired understandings? **
 * Learning Bulletin Board: **ALL ABOUT ANCIENT EGYPT**

We have chosen to design a bulletin board with pictures and text depicting and describing various gods and goddesses, Egyptian artwork, pictures of famous pharaohs such as Nefertiti, colorful maps of the region, vocabulary words defined, and a colorful student made copy of the hieroglyphic alphabet. We believe that all of these visuals and texts will reinforce learning as it takes place. Once a new lesson is taught in the unit, picrtures and visuals of some kind will go up on the board to reinforce the learning by allowing the students to see it everyday after learning it.

We are going to pass out objects and visuals before adding them to the bulletin board so that students can partner up for think pair share time to discuss the pictures. After each think pair share, we will rotate other objects until all have been passed around and viewed by each student.

Student Made Bulletin Board: **WHAT WE'VE LEARNED**

We would like to have another bulletin board displaying our students' best work from this unit. This bulletin board would have a border of all of our students names written in hieroglyphics. In the middle, we will display some of the best cartouches, ancient Egyptian self-portraits from the "Draw Like An Egyptian" lesson, a few Egyptian fairy tales, and some of the social pyramids. ||

<span style="display: block; font-family: Georgia,serif; text-align: center;">** Stage 3: Plan learning experiences & instruction. **

<span style="font-family: Georgia,serif;">** What sequence of teaching and learning experiences will equip students to engage with, develop, and demonstrate the desired understandings? ** The students will begin the unit with an introduction to Egypt literature. This opening piece of writing will get them interested in learning more about Egypt because it discuss some of the gods they will learn about as well hinting at what some of the daily lives looked like. Once the students have been introduced to Egypt, they will begin to read through lesson 1 with the teacher; discussing important events, people, and dates. This will lay the foundation the students need in order to understand and accurately learn the rest of the information for the Egypt unit. Each day will build off of prior knowledge and scaffold the new information to the prior knowledge. Once the students have the foundation and basic information presented in each lesson, then more in-depth and detail oriented lessons can take place. This will not only cement the students' learning and understanding of the basic information but will also expand their knowledge and create and more well-rounded knowledge base for Egypt as a whole. This sequence of teaching and learning will equip students to engage with, develop, and demonstrate the desired understandings.

<span style="font-family: Georgia,serif;">** The following calendar may be used to map the unit sequence. Code each calendar entry with the appropriate initial(s) of the W.H.E.R.E. elements. **


 * **// Monday //** || **// Tuesday //** || **// Wednesday //** || **// Thursday //** || **// Friday //** ||
 * ** 1 **
 * Begin Egypt Unit **
 * ~ Tell Students Objectives **
 * ~ Introduce Scrapbook **
 * ~ Scrapbook Piece 1: 3 Crowns **


 * W.H.E ** || **// 2 //**
 * Lesson 2- The Old Kingdom **
 * ~ Scrapbook Piece 2: Book of the Dead **
 * ~ Scrapbook Piece 3: Rosetta Stone **
 * ~ Scrapbook Piece 4: Ba/Ka Song **


 * H.E ** || **// 3 //**
 * Lesson 3- The Middle Kingdom **
 * ~ Middle Kingdom Flow Chart **


 * E ** || **// 4 //**
 * Winged Isis **
 * ~ Mummification Video **


 * E ** || **// 5 //**
 * Lesson 4- The New Kingdom **
 * ~ Unification Activity **


 * E ** ||
 * ** 6 **
 * Social Hierarchy Pyramid **
 * ~ Scrapbook Piece: Flip Book **


 * H.E ** || ** 7 **
 * Pharaoh Chart **
 * ~ Scrapbook Piece: **
 * Smoosh Book **


 * H.E ** || ** 8 **
 * Art Day! **
 * ~ Hieroglyphics **
 * ~ Scrapbook Piece: Draw like an Egyptian **
 * ~ Scrapbook Piece: Cartouches **


 * H.E ** || ** 9 **
 * Creative Writing Day! **
 * ~ Ancient Egyptian Fairytales **


 * H.E ** || ** 10 **
 * Work on Scrapbook **


 * R ** ||
 * ** 11 **
 * Work on Scrapbook **


 * R ** || ** 12 **
 * Work on Scrapbook **


 * R ** || ** 13 **
 * Work on Scrapbook **


 * R ** || ** 14 **
 * Study Day **
 * Class Review for Test **


 * E ** || ** 15 **
 * Final Assessment **
 * Test **
 * Scrapbook Due **

<span style="font-family: 'Times New Roman',Times,serif;">** What happened when we taught it? ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 13.3333px;">Teaching the unit went quite well! The students thoroughly enjoyed each lesson and were surprisingly quite taken with each art assignment for the scrapbook. They all had their homework each day and were excited to share them with each other. The only thing which kept the unit from running more smoothly was the numerous questions the students asked during each lesson. Although the questions were on topic and were earnestly asked out of curiosity, there were times where I did need to ask them to hold their questions till after school and I would answer them to the best of my ability. I was pleasantly surprised, however, with how taken they were with the material; their enthusiasm for Egypt was much larger than it had been for Mesopotamia to say the least. It did help to make teaching the unit more enjoyable, though, which in turn made learning the material more enjoyable for the students. It is nice to see the students take an interest in social studies simply because many people tend to view the subject as boring, repetitive, and difficult to learn. The unit flowed very well from day to day as well, making the learning from day to day seamless and relevant to each other. This proved to be important step in the recipe for success in that it kept the students' enthusiasm flowing and kept the students excited about learning. Overall, despite the additional work to create it using so many outside sources and activities, this unit was very successful and proved to be one of the most enjoyable units to teach thus far.
 * E ** ||