Grade 6 Unit 3 Ancient Egypt

West Haven Public Schools

Unit Planning Organizer

Subject: Ancient World History

Grade: 6

Unit:  3 Ancient Egypt

Pacing : 25 days

Essential Question(s):

 

  1. How did the Physical Geography of Egypt affect the growth of the ancient civilization?
  2. What were the beliefs and values of ancient Egyptians?
  3. How did Egyptian Pharaohs rule their people and how were they able to do this?
  4. What scientific accomplishments are the Egyptians still know for today because we still use them?

 

 

Big Idea(s):

 

  1. Fertile plains and water are needed to make a society work and grow.
  2. The Ancient Egyptians religious beliefs controlled their lives from their birth and beyond their deaths.
  3. Pharaohs had total power over their people because everyone thought the Pharaohs were as powerful as the gods.
  4. Egyptians were very smart. They made many scientific discoveries and inventions such as: surgery skills, mummification, 365-day calendar and measuring units.

 

CT State Standards (includes West Haven’s “Priority” GLES’s in BOLD and “Supporting” Standards)

1.5.1 Describe how civilizations used technology to manipulate the environment.

1.5.2 Analyze how the environment affects a nations civilizations economic and social development.

1.7.1 Compare and contrast different forms of government past and present.

 

1.13.3 Analyze how individual lives are influenced by social, cultural and material contexts.

 

1.3.1 Explain how the arts, architecture, music and literature of a civilization reflect its culture and history.

 

1.4.2 Analyze geographic factors that help explain historical events or contemporary issues.

 

1.6.2 – Evaluate the positive and/or negative impacts of movements of large groups of people on both people and a nation/region.

1.13.1- Compare similarities and differences of cultural groups in different regions of the world.

2.1.1- Use labels and symbols to gather information from charts, graphs and maps.

2.2.1- Use maps to understand and explain historical content.

2.3.1 Compose an expository essay using evidence to describe a social studies event or issue.

 

“Unwrapped” Concepts and Skills, and Bloom Levels (BL)

Concepts(Need to Know)

Skills(Able to Do)

BL

Nile River

  • Farming
  • Trade
  • Irrigation Systems
  • Boats/Methods of travel.
  • Sahara and Eastern Desert as protection from invasions.
  • Importance of Kemet (Black soil)
  • Cataracts within the Nile.

 

 

 

 

 

 

 

 

 

Writing/Communication & Architecture

  • Significance of the “Rosetta Stone”
  • Pyramid Building

 

 

 

Social Class

·        Pharaoh

·        Priests

·        Court/Nobles

·        Merchants/workers

·        Farmers

·        Slaves

 

Religion

·        Gods

·        Mummification

·        Afterlife

 

Describe how Egyptians irrigated the land to ease flooding along the Nile and increase farmlands.

Analyze trade and farming based on the wealth of Egypt.

 

Analyze the flow of the Nile River from South to North-6 cataracts, which prevented easy travel or trade. Landforms importance in providing wealth as well as protection form invaders.

Explain how the Nile is the “source” of life, the importance of silt in farming which allowed for economic wealth and social/cultural development.)

 

Explain hieroglyphics importance in maintaining the kingdoms wealth and recording history. The importance of the discovery of the Rosetta Stone. The reason Pyramids were built and the theory behind their building.

 

 

 

Compare the role of Egyptian Pharaoh/government vs. Mesopotamia Rulers/government and Modern day United States President/government.

 

 

 

Analyze how religion determined ones life from birth until death depending on their social class.

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Assessments

Common Formative Pre- Assessment (Followed by Data Team Analysis):

See Pre-Assessment Unit 3 Egypt

 

“Dipsticks” (Informal Progress Monitoring Checks):

Will be created individually at the discretion of classroom teacher.

 

Common Formative Post- Assessment (Followed by Data Team Analysis):

See Post-Assessment Unit 3 Egypt

 

Instructional Planning

  1. Suggested Resources/Materials:
  • Textbook (pgs. 69-100)
  • Discovery Channel School Video
  • Project/Research in the Library (Essay)
  • Power Point presentations/Pictures and notes
  • Inspire Ed Curriculum
  • Pyramid assignment- Collage of personal effect you would bring to the “afterlife”

Suggested Research-based Effective Instructional Strategies:

 

Vocabulary/Word Wall

Enrichment/Extension

Interdisciplinary Connections

Nubia
Cataract
Delta
Silt
Pharaoh
Dynasty
Absolute Power
Regent
Afterlife
Mummy
Pyramid
Giza
Hieroglyphs
Papyrus
Astronomer
Ore
Lower Nubia
Upper Nubia
Artisan