Ancient Egypt
Rita Wahba World History, 9th Grade Period 3, 50 minutes (can take 2 classes)
Subject of lesson: Ancient Egyptian Civilization
OVERVIEW/RATIONALE
This is the first lesson about Ancient Egypt and continues to explore African civilizations. Students will use information from the previous lesson on river valley civilizations to interpret a map of Ancient Egypt.
ENDURING UNDERSTANDINGS/ ESSENTIAL QUESTIONS
Was Ancient Egypt a civilization? Why or why not?
GOALS/OBJECTIVES
Content Goals: Students will analyze how the 6 key historical terms (religion, political, social, culture, economic, and religion) relate to Ancient Egyptian.
Language Goals: Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the area of social studies.
ELL Proficiency Levels (WIDA)
This lesson is not made for ELLs, but can be appropriate for students from Level 2-6.
Level 2 – this lesson is based mostly on interpreting images and maps. An ELL student doesn’t really have to read much to understand the ideas that are being taught. While it may be difficult for a level 2 ELL to explain the concepts presented in the images, they should be able to at least identify and understand them because no language is involved. Finally, there is an option of doing a graphic organizer as an assessment to accommodate ELLs.
MATERIALS
Powerpoint slides with images
Homework assignment
Graphic organizers
Map
Textbook
OPENER
Do Now: Write down three things that you know about Ancient Egypt. (3 minutes)
While students are working on the Do Now, I will give them the map and graphic organizer.
Review (2 minutes)
The purpose of this Do Now is to get the students excited and interested in learning about Egypt.
BODY OF THE LESSON
Explain to students that today, they will learn how to use a graphic organizer. The center tells you that this chart is about Ancient Egypt. Students will then place the information that they learn in the corresponding category.
Activity #1 - Map Activity. Ask students- Which category on your graphic organizer do you think this belongs in? I expect them to answer geography because we are learning about the features of the land.
-break the students up into groups of 4 based on where they are sitting. Ask them to look at the maps on page A16-17 and write down the features that they think were important for Ancient Egyptian civilization (8 minutes)
-review the maps. Have students come up to the board and write in the feature (7 minutes) Answers: Nile River, deserts, Red Sea, Mediterranean Sea, etc.
-analyze the significance of each of these features. Important to stress that Nile overflowed regularly, unlike the Tigris and Euphrates, which were unpredictable.
-explain how the Nile flows North and the positions of Lower and Upper Egypt
Activity #2 - Since the Nile was so important, how do you think Ancient Egyptians regarded the Nile? Collect student answers. (4 minutes)
Well, let’s look at the “Hymn to the Nile” ~2100 BCE
Hail to thee, O Nile!
Who manifests thyself over this land, and come to give life to Egypt!
You create the grain, you bring forth the barley.
It is his force that gives existence to all things; nothing remains hidden for him.
I will have a student read it out loud. This will help students who may not be proficient in English and would prefer to hear something than read it.
Then, I will have the students discuss the significance of this hymn and ask them which key term it relates to. (answers: religion, economic, geography)
Activity #3 – Religion and Politics (8 minutes)
Egyptians were polytheistic – they worshipped many gods.
What comes to mind when you think of the word “leader”?
Collect student responses.
In Ancient Egypt, their leadership was called a theocracy = a system of government in which leaders rule in the name of God or a god.
In Egypt, the leader was called a pharaoh. Based on these pictures, how do you think people treated the pharaoh? Turn to your partner and discuss for 1 minute. Collect student answers.
People worshipped the Pharaoh, much like they worshipped the Nile and other gods. They believed that the pharaoh’s rule continued after their death.
What do you think they did to pharaohs after they died?
Collect answers if possible. I assume that they have some knowledge about the topic.
Show students images about mummification and have them make assumptions about things that happened. Ask them to discuss with a partner about the significance before we get back together. Have a short class discussion about mummies and pyramids.
Question for the students – which characteristic of civilization does this demonstrate? Why?
Answer I am looking for – anything as long as they can back it up
· Division of Labor – people had to build the pyramids, mummify the ruler, bury him/her
· Towns and Cities – needed a place to build the pyramids
· Government – buried the leaders
Activity #4 - Social Classes (8 minutes)
Which key term does this relate to? (I expect students to say social.)
Discuss the concept of a pyramid and how there are less people on top and more on the bottom.
I will then go through each category and have students discuss the relevant jobs and positions.
Pharaoh = religious leader, treated like a God
Vizier = his main advisor
Nobles = made laws
Priests = responsible for keeping the Gods happy by making sacrifices and performing rituals. Didn’t really interact with people. How is this different from today’s religious leaders? This will connect it to their own lives.
Scribes – literate people who kept the records. What does the fact that they kept records mean?
Hieroglyphics – what did they look like? What was the function of the Rosetta Stone? Rosetta Stone had 3 languages – hieroglyphics, Akadian/Aramaic, Greek – which they used to translate and understand the hieroglyphics
Soldiers = responsible for defending the army
Artisans = craftsman
Farmers = work the land and were given food and clothing in return
Slave = prisoners/free workers
Do a quick recap to run through the terms and jobs again.
Based on what we have discussed, what do you think the economy of Ancient Egypt was like? (2 minutes)
Answers that I would expect:
-farming and fishing
-trading
-built pyramids
-strong economy
Other Aspects of Culture/Ancient Egyptian Inventions (3 minutes)
-Written language
-Papyrus
-Pyramids and mummification
-Number systems
-calendar
CLOSURE – review of vocabulary (2 minutes)
-Theocracy
-Pharaoh
-Vizier
-Hieroglyphics
-Polytheism
ASSESSMENT/EVALUATION
Informal Assessment - During the map activity, I will circulate around the room and answer any questions that the students may have. If they appear confused, I will try to help them understand it. I think that doing the map activity as a group will be a helpful tool for diverse learners.
Informal Assessment - Throughout the lesson, I will be sure to continuously review the key terms and call on multiple students to give me answers. If I sense that students are lost, I will go over the misunderstood topics.
I will also close the lesson by reviewing the key vocabulary to make sure that the ideas were transmitted.
Formal Assessment - Homework – 2 options
1. How did the Nile River allow Ancient Egypt to develop into a civilization? (5-8 sentences)
2. Complete the Graphic Organizer on the effects of the Nile River overflowing regularly.
Formal Assessment – the next day’s Do Now =
List 3 features of Ancient Egyptian civilization. Which key term does it relate to? Why?
Graphic Organizers
1. “star” web diagram that shows the 6 elements of Ancient Egyptian civilization.
2. map of Ancient Egypt – instead of just writing “standard” notes, students will label the map with the important features of Ancient Egypt so that they can visually place the locations we are discussing.
3. Cause and Effect Homework Chart – students will analyze the impact that the Nile River had on Ancient Egyptian civilization
Subject of lesson: Ancient Egyptian Civilization
OVERVIEW/RATIONALE
This is the first lesson about Ancient Egypt and continues to explore African civilizations. Students will use information from the previous lesson on river valley civilizations to interpret a map of Ancient Egypt.
ENDURING UNDERSTANDINGS/ ESSENTIAL QUESTIONS
Was Ancient Egypt a civilization? Why or why not?
GOALS/OBJECTIVES
Content Goals: Students will analyze how the 6 key historical terms (religion, political, social, culture, economic, and religion) relate to Ancient Egyptian.
Language Goals: Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the area of social studies.
ELL Proficiency Levels (WIDA)
This lesson is not made for ELLs, but can be appropriate for students from Level 2-6.
Level 2 – this lesson is based mostly on interpreting images and maps. An ELL student doesn’t really have to read much to understand the ideas that are being taught. While it may be difficult for a level 2 ELL to explain the concepts presented in the images, they should be able to at least identify and understand them because no language is involved. Finally, there is an option of doing a graphic organizer as an assessment to accommodate ELLs.
MATERIALS
Powerpoint slides with images
Homework assignment
Graphic organizers
Map
Textbook
OPENER
Do Now: Write down three things that you know about Ancient Egypt. (3 minutes)
While students are working on the Do Now, I will give them the map and graphic organizer.
Review (2 minutes)
The purpose of this Do Now is to get the students excited and interested in learning about Egypt.
BODY OF THE LESSON
Explain to students that today, they will learn how to use a graphic organizer. The center tells you that this chart is about Ancient Egypt. Students will then place the information that they learn in the corresponding category.
Activity #1 - Map Activity. Ask students- Which category on your graphic organizer do you think this belongs in? I expect them to answer geography because we are learning about the features of the land.
-break the students up into groups of 4 based on where they are sitting. Ask them to look at the maps on page A16-17 and write down the features that they think were important for Ancient Egyptian civilization (8 minutes)
-review the maps. Have students come up to the board and write in the feature (7 minutes) Answers: Nile River, deserts, Red Sea, Mediterranean Sea, etc.
-analyze the significance of each of these features. Important to stress that Nile overflowed regularly, unlike the Tigris and Euphrates, which were unpredictable.
-explain how the Nile flows North and the positions of Lower and Upper Egypt
Activity #2 - Since the Nile was so important, how do you think Ancient Egyptians regarded the Nile? Collect student answers. (4 minutes)
Well, let’s look at the “Hymn to the Nile” ~2100 BCE
Hail to thee, O Nile!
Who manifests thyself over this land, and come to give life to Egypt!
You create the grain, you bring forth the barley.
It is his force that gives existence to all things; nothing remains hidden for him.
I will have a student read it out loud. This will help students who may not be proficient in English and would prefer to hear something than read it.
Then, I will have the students discuss the significance of this hymn and ask them which key term it relates to. (answers: religion, economic, geography)
Activity #3 – Religion and Politics (8 minutes)
Egyptians were polytheistic – they worshipped many gods.
What comes to mind when you think of the word “leader”?
Collect student responses.
In Ancient Egypt, their leadership was called a theocracy = a system of government in which leaders rule in the name of God or a god.
In Egypt, the leader was called a pharaoh. Based on these pictures, how do you think people treated the pharaoh? Turn to your partner and discuss for 1 minute. Collect student answers.
People worshipped the Pharaoh, much like they worshipped the Nile and other gods. They believed that the pharaoh’s rule continued after their death.
What do you think they did to pharaohs after they died?
Collect answers if possible. I assume that they have some knowledge about the topic.
Show students images about mummification and have them make assumptions about things that happened. Ask them to discuss with a partner about the significance before we get back together. Have a short class discussion about mummies and pyramids.
Question for the students – which characteristic of civilization does this demonstrate? Why?
Answer I am looking for – anything as long as they can back it up
· Division of Labor – people had to build the pyramids, mummify the ruler, bury him/her
· Towns and Cities – needed a place to build the pyramids
· Government – buried the leaders
Activity #4 - Social Classes (8 minutes)
Which key term does this relate to? (I expect students to say social.)
Discuss the concept of a pyramid and how there are less people on top and more on the bottom.
I will then go through each category and have students discuss the relevant jobs and positions.
Pharaoh = religious leader, treated like a God
Vizier = his main advisor
Nobles = made laws
Priests = responsible for keeping the Gods happy by making sacrifices and performing rituals. Didn’t really interact with people. How is this different from today’s religious leaders? This will connect it to their own lives.
Scribes – literate people who kept the records. What does the fact that they kept records mean?
Hieroglyphics – what did they look like? What was the function of the Rosetta Stone? Rosetta Stone had 3 languages – hieroglyphics, Akadian/Aramaic, Greek – which they used to translate and understand the hieroglyphics
Soldiers = responsible for defending the army
Artisans = craftsman
Farmers = work the land and were given food and clothing in return
Slave = prisoners/free workers
Do a quick recap to run through the terms and jobs again.
Based on what we have discussed, what do you think the economy of Ancient Egypt was like? (2 minutes)
Answers that I would expect:
-farming and fishing
-trading
-built pyramids
-strong economy
Other Aspects of Culture/Ancient Egyptian Inventions (3 minutes)
-Written language
-Papyrus
-Pyramids and mummification
-Number systems
-calendar
CLOSURE – review of vocabulary (2 minutes)
-Theocracy
-Pharaoh
-Vizier
-Hieroglyphics
-Polytheism
ASSESSMENT/EVALUATION
Informal Assessment - During the map activity, I will circulate around the room and answer any questions that the students may have. If they appear confused, I will try to help them understand it. I think that doing the map activity as a group will be a helpful tool for diverse learners.
Informal Assessment - Throughout the lesson, I will be sure to continuously review the key terms and call on multiple students to give me answers. If I sense that students are lost, I will go over the misunderstood topics.
I will also close the lesson by reviewing the key vocabulary to make sure that the ideas were transmitted.
Formal Assessment - Homework – 2 options
1. How did the Nile River allow Ancient Egypt to develop into a civilization? (5-8 sentences)
2. Complete the Graphic Organizer on the effects of the Nile River overflowing regularly.
Formal Assessment – the next day’s Do Now =
List 3 features of Ancient Egyptian civilization. Which key term does it relate to? Why?
Graphic Organizers
1. “star” web diagram that shows the 6 elements of Ancient Egyptian civilization.
2. map of Ancient Egypt – instead of just writing “standard” notes, students will label the map with the important features of Ancient Egypt so that they can visually place the locations we are discussing.
3. Cause and Effect Homework Chart – students will analyze the impact that the Nile River had on Ancient Egyptian civilization