Text set over Egypt

By:Michela Anderson
TEKs for to keep in mind for this set
(a) Introduction.
(1) In Grade 6, students study people, places, and societies of the contemporary world. Societies for study are from the following regions of the
world: Europe, Russia and the Eurasian republics, North America, Central America and the Caribbean, South America, Southwest Asia-North
Africa, Sub-Saharan Africa, South Asia, East Asia, Southeast Asia, Australia, and the Pacific realm. Students describe the influence of
individuals and groups on historical and contemporary events in those societies and identify the locations and geographic characteristics of
various societies. Students identify different ways of organizing economic and governmental systems. The concepts of limited and unlimited
government are introduced, and students describe the nature of citizenship in various societies. Students compare institutions common to all
societies such as government, education, and religious institutions. Students explain how the level of technology affects the development of the
various societies and identify different points of view about events. The concept of frame of reference is introduced as an influence on an
individual's point of view.
(b) Knowledge and skills.
(1) History. The student understands that historical events influence contemporary events. The student is expected to:
(A) trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as invasion, conquests,
colonization, immigration, and trade; and
(B) analyze the historical background of various contemporary societies to evaluate relationships between past conflicts and current conditions.
(2) History. The student understands the influences of individuals and groups from various cultures on various historical and contemporary
societies. The student is expected to:
(A) identify and describe the influence of individual or group achievements on various historical or contemporary societies such as the classical
Greeks on government and the American Revolution on the French Revolution; and
(B) evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present.

TEKs for to keep in mind for this set (cont)
(15) Culture. The student understands the similarities and differences within and among cultures in various world societies. The student is
expected to:
(A) define culture and the common traits that unify a culture region;
(B) identify and describe common traits that define cultures;
(C) define a multicultural society and consider both the positive and negative qualities of multiculturalism;
(D) analyze the experiences and evaluate the contributions of diverse groups to multicultural societies;
(E) analyze the similarities and differences among various world societies; and
(F) identify and explain examples of conflict and cooperation between and among cultures.
(17) Culture. The student understands relationships that exist among world cultures. The student is expected to:
(A) identify and describe how culture traits such as trade, travel, and war spread;
(B) identify and describe factors that influence cultural change such as improved communication, transportation, and economic development;
(C) evaluate the impact of improved communication technology among cultures;
(D) identify and define the impact of cultural diffusion on individuals and world societies; and
(E) identify examples of positive and negative effects of cultural diffusion.
(18) Culture. The student understands the relationship that exists between the arts and the societies in which they are produced. The student is
expected to:
(A) explain the relationships that exist between societies and their architecture, art, music, and literature;
(B) relate ways in which contemporary expressions of culture have been influenced by the past;
(C) describe ways in which contemporary issues influence creative expressions; and
(D) identify examples of art, music, and literature that have transcended the boundaries of societies and convey universal themes such as
religion, justice, and the passage of time.


Egyptology:by Emily Sands

Genre: Hybrid (historical, nonfiction)

Short Summary: a journal filled with different photos,
information, and stories

Product: Students will make a journal of their own to
document the interesting things that they see around their
neighborhood. They can also write stories about what they
did that day in their own way.
Seeker of Knowledge: The Man Who Deciphered Egyptian Hieroglyphs: By James Rumford
Genre: Historical fiction
Short Summary: tell the story of the first man to decipher the ancient hieroglyphs of Egypt

Product: Students will receive both a decoder with hieroglyph translation on it and a piece of paper
with a hidden message that shares a tidbit from the book. Students will use the encoder to translate
the message.

Side ACtivity: Students can use the decoder to create their own messages for the class to figure out
as well
National Geographic Kids Everything Ancient Egypt: Dig Into a Treasure Trove of Facts, Photos, and Fun
Genre: Non-Fiction

Short Summary: A Book filled with information about the ancient Pyramids, mummies, and different
monuments found throughout the land of Egypt.

Product: After reading this book, Students will chose a monument theyve read about and then reconstruct it
using different materials. They will also write a short write up of why that monument was important at the time
and what at all did it symbolize to the people.


Mummy Math: An Adventure in Geometry
Genre: Contemporary Realistic Fiction

Short Summary: Two kids and their dog get trapped in tomb and have to follow geometric
Hieroglyphs in order to get out and find their parents>

Product: Read this story before lunchtime as to prepare the room for them to come back to do
this activity. Create 5 different station for groups of 4 or 5 to be at a time. Each station will have
a decoder with egyptian hieroglyphs, representations a sphere, pyramids (square and triangle),
cylinder, cube and prisms (square and triangular), and also a piece of paper that has riddle
they have to answer with Egyptian hieroglyphs on it. When the Students return have them get
in groups and have them using the decoder, decode the riddle and using the shape provided to
record their answers. Each will rotate however many times needed till everyone has been to
every station. After this is all done go over the findings with the students and then have them
create their own geometrical object like that in the story and describe the dimensions of the
objects shape as well.
Genre: Fantasy, Mythology, Contemporary fiction.

Short Summary: The Kane Siblings come from a long line of ancient magicians and now there
father is missing. They go in search for him and gain insight from other magicians and the
gods of old themselves to help find their father.

Product: Throughout the book different amulets hold different meanings. Students will create
their own amulets that have their own special meanings.
The Red Pyramid: By Rick Riordan