Talia DeFazio
Ancient Egypt Social Studies Unit
Unit Duration – 10 days
6th Grade General Education Classroom
**-relates to information regarding Final Project PBL Component
Unit Objectives:
From the different Unit Lessons students will:
• develop an appreciation for different aspects of Ancient Egypt (such as their
hierarchy, government, arts, and geography)
• understand Ancient Egypt’s influence on modern day society and other ancient
civilizations
• demonstrate and understand the influence of Ancient Egypt’s geography on it’s
development
• understand the time period of Ancient Egypt
• have knowledge of and be able to successfully complete KWL charts
NYS Standards (used throughout the entire unit plan):
Social Studies Standard #1: History of the United States & New York
Social Studies Standard #2: World History
Social Studies Standard #3: Geography
The Arts Standard #1: Creating, Performing, and Participating in the Arts
Rationale:
The rationale for the chosen standards will be explained with each lesson that they
pertain too.
Content:
The students will be learning about the Nile River and its effects on the economic growth
of the country and how it compares to the Erie Canal. The students will be learning
about the geography of Ancient Egypt and its effect on the development on Ancient
Egypt. Students will also be learning about the construction of the pyramids and the role
that they played in the customs, rituals, and burials, of Ancient Egyptians. Students will
gain knowledge and work hands on with creating hieroglyphics. Students will also be
learning of and the affects of the Egyptian calendar, math, and bartering system.
Students will also play the role of archaeologist and they will learn the importance of
archaeology in reconstructing Egypt’s ancient society.
Student Preparation:
When introducing this Unit on Ancient Egypt students will be a given a KWL chart to
complete. Students will write the current knowledge they have of Ancient Egyptian
Society in the first column (K), and what they would like to find out in the second column
(W). Students will complete the third column (L), on what they have learned after the
completion of the unit
Sample of a KWL Chart given to the students as preparation for the Unit
KWL Chart
Directions:
Use the KWL Chart to brainstorm what you already know and what you want to know
about Ancient Egypt. The third column will be completed as a follow up to the unit. Here
are some key concepts to consider when completing your chart. The first two columns
can be completed in a small group or individually. You can add new information to this
chart as we work through the unit.
Nile River
Pyramids
Egyptian Numerals (numbers)
Hieroglyphics
Social Class Systems
K- What I Know W-What I Want to L-What I Learned
Know
Motivation: I believe that units on Ancient Egypt are interesting to begin with. There is
a mystery about the content that is intriguing, especially to students. The history of the
Egyptians seems almost mystical and unreal. By studying these ancient civilizations such
as Ancient Egypt, students have a better understanding of the reality of that time period.
Students can see for themselves how different life for an Ancient Egyptian was. By
integrating the different components such as the Arts, the students have a better
understanding. With the hieroglyphics lesson the content becomes personal and
individualized when they look for the symbols of the letters in their names. When
recreating Egyptian calendars and completing different Egyptian math problems the
students become engaged and the time period becomes a reality for them.
**This unit consists of many different hands on learning activities
relating to each lesson. The knowledge gained from these lessons and
activities will be used to create the final project at the end of the unit.
Procedure:
Pre-Lesson: Introduce the concept of Ancient Egypt. Begin an open class discussion of
student knowledge on the subject matter. Have the students complete the KWL chart (as
described above in student preparation) individually or in a small group setting. Discuss
what the students have come up with as a group.
Session#1
Title: The Nile River vs. The Erie Canal
Objectives-the students will compare and contrast the Nile and the Erie canals systems
impact on development and discuss the similarities and differences between the two
systems.
NYS Social Studies Standard#1:History of U.S and NYS
NYS Social Studies Standard #3:Geography
Rationale-The lesson relates to the SS standards 1 & 3 because the students are learning
about the Erie Canal gateway system in New York State and its effect on development
and growth, and because the students are learning about the geography about Egypt &
the U.S and the impact that geography has.
Materials/Resources-
Map of the Nile River, Map of the Erie Canal, Internet/Encyclopedia Access
Procedure/Teacher Narrative:
• Each student will be given a map of the Nile and Erie Canal
• The goal of the activity is to fill out a compare and contrast web of the
similarities and differences of the two systems
• There will be four questions to be answered to assess student knowledge and
grasp of the activities purpose
1. How are the two waterways similar?
2. How are they different?
3. Which civilization would you rather be a member of and why?
4. What might a conversation between a resident of the Nile River Valley and a New
Yorker living near the Erie Canal during the 1850’s sound like?
Assessment-Assess knowledge of subject matter by the content of the student’s
comparison sheet. Assessment will also be based on the class discussions of the two
systems.
After the completion of the charts comparing and contrasting the two waterways and
an intensive discussion on their impacts on development and growth on the societies
that inhibit on and around them students will go on a field trip to the Erie Canal
Museum.
**For the final project students will take the knowledge they have gained
about what life was like from the perspective of a personal having settled
in the Nile River Valley and the impacts of it.
Session #2
Ancient Egyptian Dictionaries/Language
Objectives- students will create their own Egyptian Dictionary consisting of words
associated with Ancient Egypt. Students will define the word and draw the associated
picture.
NYS Social Studies Standard #2: World History
The Arts Standard #1: Creating, Performing, and Participating in the Arts
Rationale-Students are learning the history of Ancient Egypt by researching different
words that are associated with it and the roles that those key words and concepts have
played in development. These concepts are key to our understanding of the Ancient
Egyptian way of life. The Arts are being integrated through the Egyptian Dictionary
Project because students are creating works of art to express their ideas and
communicate their thoughts of key concepts.
Materials/Resources-
Paper (10 pieces for the definitions, one cover sheet)
Colored Pencils
List of key words associated with Ancient Egypt (to serve as a guide or starting point)
After Life, Ancient Egypt, Cataract, Dynasty, Giza,
Hieroglyphics, Mummification, Mummy,
Nile Rive, Oasis, Pharaoh, Scribe, Sphinx, Tutankhamen
Textbook, Dictionary, and Internet access
Procedure/Teacher Narrative-
• Allow students to suggest any words that are relevant or important to Ancient
Egyptian society in a brief class discussion. Jot down suggestion on the board.
• Explain that their suggestions will be added to a word list (if not previously
included) that contains worlds relevant to understanding the civilization of Ancient
Egypt. The word list will be used to jump start a project that you are going to be
completing. Explain that an Ancient Egyptian Dictionary will be a new project.
• First show an example to the students of a completed dictionary with cover page
• Next pass out the ten sheet of dictionary paper and the heavier cover sheet
(reiterate that the heavier sheet of paper is meant to serve as the cover sheet)
• Students will be given colored pencils. Pictures should be colored neatly and take
up most of the page.
• Explain to students that they will pick ten words from the word Egyptian Word
List and they may find the definitions and sample pictures on the internet, in
dictionaries, or textbooks.
• Each page will consist of the word, a definition of the word, and an accurate
illustration. The dictionary should be arranged in alphabetical order. The cover page
should include your name. title, and illustration.
• The student should pick their four favorite pages of their dictionary to be
compiled into one large class dictionary to be displayed.
Assessment-students will be assessed on the quality and accurateness of their dictionary
pages content, definitions, and illustrations.
Example of Student Work on the Ancient Dictionary Project
MUMMY
A mummy is defined as the dead body of a human or animal that
has been embalmed and prepared for burial, as according to the
practices of the ancient Egyptians.
**Students will take the vocabulary and key concepts from this lesson and
project when completing the final project relating to reconstructing life
from the perspective of an Egyptian living in this time period.
Session#3
Geography and Everyday life of Ancient Egypt
Objectives-Students will gain knowledge of the geography of Ancient Egypt and what
daily like was like for Ancient Egyptians. Students will complete an outline map to
organize the information that they have found. Students will put their information into a
Wordle (at wordle.net) as a fun and creative way to highlight key points.
NYS Social Studies Standard #3-Geography
NYS Arts Standard #1-Creating, Performing, and Participating in the Arts
Rationale-students will be observing daily life as a product of the geography of Ancient
Egypt in order to gain insight on what life was like. Students will be expressing their
ideas and knowledge in their Wordle project. Students are creating digital Art with their
concepts of Ancient Egypt.
Materials/Resources-
Time Line of Ancient Egypt for each student
(www.nationalgeographic.com/pyramids/timeline.html)
Access to computers, internet (wordle website), dictionaries, textbooks
Outline Map of Egypt
Journals
Writing Paper
Web Research Resource List:
www.nationalgeographic.com /pyramids/
www.nationalgeographic.com/egyptjournal/
http://news.nationalgeographic.com/news/2001/10/1030_digmummies.html
www.pbs.org/wgbh/nova/egypt/explore/
http://pncampus.richmond.edu/academics/as/education/projects/webunits/egypt/DailyLife.html
Procedure/Teacher Narrative-
• Students will be encouraged to use their journals to jot down ideas about Ancient
Egypt.
• Students will examine the Ancient Egypt Time Line. The teacher will ensure that
the students can understand how to read a time line.
• The students will each be given the timeline and a map of Egypt.
• The students will break up into small groups of two to three children. The groups
will be given a handout including the websites to be used for research. They will
be given time to explore their resources.
• Students will write down important geographic features, structures, landmarks,
and other information that they find.
• Students will also write down their findings on Egyptian daily life: what people
wore, what they ate, and their traditions.
• Students should be encouraged to do more research at home independently.
• Come back together for a class discussion.
• Students will be shown how to use Wordle.net. Students will be instructed to
complete their Wordle at home and print it out to show the class. If the student
does not have access to a computer or printer, time will be given in class or other
arrangements can be made.
Assessment-based on the content of information presented in the Wordle and on
observations of journal entries.
Example of a Wordle: http://www.wordle.net/show/wrdl/3404325/Untitled
**By looking at daily life in Ancient Egypt the students will gain valuable
information needed to recreate the story they will be telling in their digital
storybook at the end of the unit.
Session #4
Hieroglyphics
Objectives-students will understand the importance of hieroglyphs to the Egyptians and
how the hieroglyphic system of writing effects the world today. Students will accurately
use the Egyptian hieroglyphic system to write their first and last names.
NYS Social Studies Standard #2-World History
NYS Arts Standard #1-Creating, Performing, and Participating in the Arts
Rationale-Students will be learning of the history of the Ancient Egyptian
writing/communication system, hieroglyphics, and recreating the art form in a hands on
activity.
Materials/Resources-
Large/blown up hieroglyph chart that will be placed on the whiteboard
Small hieroglyph charts will be provided for each individual student
Modeling Clay
Paint/Paint Brushes
Construction Paper/Markers
Procedure/Teacher Narrative-
• Teacher will first review hieroglyphics with the students. Teacher will go into
brief detail about the written communication system of Ancient Egyptians.
• Students will be shown how to maneuver through and read/understand a
hieroglyph chart
• Students will each be given their individual hieroglyph chart
• Students will be told to locate each letter of their name on the chart and the
hieroglyph that matches it
• The students will use the clay and pointed end of the paintbrush to recreate the
symbols of their names (will be modeled simultaneously by teacher)
• Students will paint the carvings in the clay after it has dried
• The students will in the mean time recreate their hieroglyphic names on a sheet of
construction paper with different colored markers (to be displayed in hallway).
• Teacher will monitor activity and make sure students are on track
• Students will display their work to the class and they can discuss similarities in
the symbols they created.
Assessment-Assessment will be based on if the students spelled their names correctly in
the clay. Students knowledge of the hieroglyphics may also be assessed by showing other
students hieroglyphic name’s and having them try and guess who the names belong to.
Example of a hieroglyphic name:
English Name – Talia
Hieroglyphic Name -
=T
=A
=L
=I
=A
**Hieroglyphics are such a large part of the Ancient Egypt’s identity and
can be incorporated into the Digital Story. The title of the story may be
followed by the hieroglyphic title.
Session #5
Ancient Egyptian Math/Reading Symbols
Objectives-Students will be able to solve math problems using Egyptian numerals and
symbols based on their knowledge of Egyptian math symbols.
NYS Social Studies Standard #2-World History
Rationale-Students are learning about the history of numeral and mathematical symbols
and concepts of the Ancient Egyptians and how these skills helped aid in the development
of the society.
Materials/Resources-
Egyptian Math Symbols Handout
Paper
Pencils
Procedure/Teacher Narrative-
• Display the Egyptian Math Symbols and explain them
• Distribute the students math symbols handout
Egyptian Numerals (taken from http://webinstituteforteachers.org/99/teams/egyptmath/mathproblems.htm)
1 2 3 4 5 6
7 8 9 10
100 aaaaaaa
1000 10,000 100,000
1,000,000
Practice writing Egyptian numerals and compare them to our number system here in
America (write both next to each other in comparison)
• Explain that the processes of addition and subtraction are exactly the same. The
Egyptians used the same method just with different symbols.
• Model subtraction and addition using our numerals and the same problems with
the Egyptian numerals.
• The students will be given math problems with Egyptian symbols. They are
instructed to first translate the math problem into American symbols and then
solve the problem.
Example of Student Work
Egyptian Math Symbols in a Word Problem:
1. Horus had panthers that chased Iris' cobras who slithered
after of the royal monkeys How many pets were there in all?
Problem translated into our number system:
1. Horus had 6 panthers that chased Iris’ 7 cobras who slithered after 10 of the royal mokeys.
How many pets were there in all? Answer = 23
**Having knowledge of concepts and skills that Ancient Egyptians needed
to survive will be necessary when reconstructing a story based on the life
of an Ancient Egyptian.
**Final Project
PBL Activity based on the lessons on Ancient Egypt in the Unit.
Digital Storybooks
Objectives-Students will use the information that they have learned over the past 5
sessions of lessons to create a Digital Storybook. They will create a Digital Storybook
from the perspective of Ancient Egyptian. Students will reconstruct the time period based
on all of the information that they have gathered and gained.
Materials/Resources
Computer Access-knowledge of Microsoft MovieMaker or PowerPoint program
Access to all of their research findings (journals, notebooks, textbooks, online
resources/handouts)
KWL chart
Procedure/Teacher Narrative-
• Students will finish their KWL Chart from the first day of the Unit as a means of
gathering and organizing all of the information and knowledge they have
acquired
• Teachers and students discuss the classroom findings and begin to brainstorm all
of the different types of people that lived in Ancient Egypt.
• Teacher explains what a Digital Storybook is and what needs to be included: an
introduction (what role did you assume for the story?), a setting (Ancient
Egypt), characters, possible problem or resolution encountered, or simply an
adventure or scene from everyday life. Teacher models that important and
significant information about development and life in Ancient Egypt should be
included in the story.
• Students will upload pictures, graphics, and clips to their story. As the “movie” is
playing the students will record their narration as to what is going on and the
importance of it.
• Teacher allows students to work independently at school and also at home. The
teacher checks on the progress of the students work and story content daily,
putting in input where appropriate.
• Students are encouraged to proofread and check for errors.
• Students are encouraged to include audio and different graphics that will
enhance the story.
• Students will present their stories to the class and the class will make comments
and ask questions
Assessment-students will be assessed on the information/content and creativity of their
story on a 5 point rubric scale. Five being the highest possible score.
