Unit: Ancient and Classical Africa/ Middle East

Time Frame: 3 weeks

Subject Area: World History 10/ World History Honors

State Standards
H1.[9-12].10 - Compare and contrast the characteristics of dominant world cultures.
H1.[9-12].11 - Analyze how and why the five major religions gained new adherents in various
parts of the world.
H2.[9-12].18 - Explain the development of monarchies and their effects on centralized
government, commerce and trade, and religion.
H3.[9-12].15 - Explain the impact of the five major world religions on the worlds political and
social fabric.
H3.[9-12].23 - Explain how literature, music, media, and the visual arts affect social change.
H4.[9-12].20 - Describe tensions in contemporary Islamic countries over reconciling traditional
and Western influences.
G5.[9-12].4 - Analyze a variety of complex maps, i.e., topographic, demographic, and land use,
to acquire geographic information.
G5.[9-12].6 - Analyze maps for purpose, accuracy, content, and design.
G6.[9-12].6 - Compare characteristics of places and regions from different perspectives.
G7.[9-12].3 - Analyze the development of civilizations and the impact it has on the changes and
progress of human development.
CCSD Objectives
1.3 Students will summarize how geography influenced the political, social, and economic
growth of the ancient civilizations of Egypt and Mesopotamia by utilizing one of the big 11 social
studies skills.
1.4 Students will compare and contrast polytheistic beliefs of ancient civilizations in Egypt,
China, India and Mesopotamia by utilizing one of the big 11 social studies skills.
1.5 Students will compare and contrast the unique political, economic, religious, social,
technological, and cultural contributions of classical civilizations including Africa, Mesopotamia,
and Persia by utilizing one of the big 11 social studies skills.
1.14 Students will analyze African civilizations such as Mali, Ghana, Congo, Ethiopia, and
Zimbabwe, in terms of geography, social structure, religion, political systems, and cultural
contributions by utilizing one of the big 11 social studies skills.
2.1 Students will compare and contrast the characteristics of world cultures by utilizing one of
the big 11 social studies skills.

2.2 Students will analyze the origin, development, basic beliefs, distribution, and ancient
contributions for the five major world religions: Buddhism, Christianity, Hinduism, Islam, and
Judaism by utilizing one of the big 11 social studies skills.
2.3 Students will compare and contrast the social, political, and cultural impact of Buddhism,
Christianity, Hinduism, Islam, and Judaism on the world today by utilizing one of the big 11
social studies skills
2.4 Students will analyze the dynamics between religions in different regions; e.g., India (Hindu
and Islam), Middle East (Judaism, Christianity, and Islam), and Western Europe (Catholic and
Protestant) by utilizing one of the big 11 social studies skills
2.5 Students will describe the role of religion and warfare in ancient and modern governments
and society by utilizing one of the big 11 social studies skills
2.6 Students will analyze the dynamics between religions in different regions; e.g., India (Hindu
and Islam), Middle East (Judaism, Christianity, and Islam), and Western Europe (Catholic and
Protestant) by utilizing one of the big 11 social studies skills
Scope and Sequence
African Geography
PERSIA of Ancient/Classical Egypt
Research of Mummification
Mummification Simulation
Egypt Internet scavenger Hunt
Spread of Islam DBQ
Mansa Musa primary sources
Africa test review
Africa Unit test
Materials
Blank Africa Map
Blank PERSIA Chart
Internet access
Computer Lab
DBQ Project book Volume 1
Oranges
Potatoes
Floral Wire
Buttons
Salt
Baking Soda
Spices
Storage Bins
Name of Lesson: Africa Geography

Lesson date 10/8/15

1. State Standard(s):
G5.[9-12].4 - Analyze a variety of complex maps, i.e., topographic, demographic, and land use, to acquire
geographic information.
G5.[9-12].6 - Analyze maps for purpose, accuracy, content, and design.
2. Objective(s):
1.3 - Students will summarize how geography influenced the political, social, and economic growth of the
ancient civilizations of Egypt, China, India, and Mesopotamia by utilizing one of the big 11 social studies
skills.
3. Materials and Resources:
Computer, projector, Africa map, Textbook
4. Instructional Procedures:
Students will begin the period with daily warm up. Students will then be given a blank map of Africa and
be instructed to use the maps in their textbooks to label: lower Egypt, upper Egypt, the Nile River, the
Mediterranean Sea, Red Sea, Nubia, Nile Delta, Thebes, Giza, Libyan Desert, and shade the Egyptian
empire. Students will also include a fact box that will include facts like the South-North flow of the Nile
River.
Students will be instructed to keep map and add to it as we progress through the unit.
5. Assessment and Evaluation of Learning:
Formative: Observation of students during period, small group/individual discussion, map submission
Summative: Egypt quiz, end of unit test

1 Objective(s):

1.5 Students will compare and contrast the unique political, economic, religious, social,
technological, and cultural contributions of classical civilizations including Africa,
Mesopotamia, and Persia by utilizing one of the big 11 social studies skills.
2 Materials and Resources: Computer lab, internet access, google doc
3 Instructional Procedures:
Students will research the Who, What, When, Where, Why, and How of
Mummification in Ancient Egypt using resources found on the internet.
Who: Who was involved in the process? Who was being mummified?
What: What were the rituals involved in the process?
When: When was this practice most prevalent?
Where: Where did these process take place?
How: Describe the scientific aspects of the mummification process.
Why: Why were these processes important? What was the significance to each step
and/or ritual?
Honors: Students will write an essay using the research gathered answering the
question, What was the significance of Mummification in Ancient Egypt with
respect to Politics, Social Status, and Religion?
4 Assessment and Evaluation of Learning:
End of Unit Test
5 Homework Assignment: Honors students will complete essay as homework to be
due on Friday 10/16/15

1. Objective(s):
1.3 Students will summarize how geography influenced the political,
social, and economic growth of the ancient civilizations of Egypt by
utilizing one of the big 11 social studies skills.
1.4 Students will compare and contrast polytheistic beliefs of ancient
civilizations in Egypt by utilizing one of the big 11 social studies skills.
1.5 Students will compare and contrast the unique political, economic,
religious, social, technological, and cultural contributions of classical
civilizations including Africa by utilizing one of the big 11 social studies
skills.
2. Materials and Resources:
1 sharp cutting knife
1 fork
1 long nail or knitting needle
wire cutters
1 potato
1 orange
2 buttons (the type with two or four string holes)
1 piece of floral wire
2 large plastic sweater boxes
Shoeboxes
Art supplies
3. Instructional Procedures:
Day 1
Students will make sim mummies:
1. Begin class by solemnly announcing that you have bad news: During
the night, the Hyksos army attacked the palace and killed our mighty
and beloved pharaoh and all his sons; and that as the most respected
embalmers of all Egypt, it is our job to see to it that they are properly
prepared for an eternal afterlife.
2. Identify yourself as the hery seshta (chief embalmer) and the kids (and
aides, if you have them) as the wetyu (embalming assistants). The
classroom is of course now the per nefer (embalmer's workshop).
3. Pass out the dead pharaohs and all the supplies that each child and
group will need. Designate one child per group to fill their bucket with
natron.

4. The kids need to make tags to be able to tell their mummies apart.
Have them tie one end of the string to the wire sticking out of the ead
pharaoh's head. Next, they fold a piece of masking tape around the
other end of the string and write their name on it.
5. Go from child to child and use the knife to make a diagonal incision on
the abdomen (the orange). This is where the extra pair of hands
REALLY helps! Cut deep to help break up the pulp. Don't make it too
big though, because it may tear when the kids start digging out the
organs. After you make the incision, let the kids stone you with the
aquarium gravel in mock ceremony to show their displeasure with this
act of desecration. Set the rules for what is acceptable: all three
pebbles at once, underhand, not in the face, etc. Or you can be a big
poop and skip this part all together.
6. The kids then carefully remove the organs (pulp and seeds) with their
fingers. Warn them about how easy it is to accidentally rip the incision
to a much larger size! As the organs are removed, the kids place them
on a folded piece of paper towel to help absorb the moisture.
7. Collect the pharaohs as kids finish. Lay them in the sweater box face
up. Barely cover them with natron once you've collected all of them.
Don't bury them too deep-- or else the moisture will have a hard time
evaporating. AND NEVER USE A LID! If you do, the moisture will be
trapped inside the box, the natron will stay damp, and the pharaohs
won't mummify!
Two days later, remove the pharaohs from the wet soggy natron (don't
throw it out because you can use it next year). Dry out the sweater
box, lay down a fresh 1/4 inch layer of natron, and replace the
pharaohs. Barely cover with a new layer of natron.

Day 2
In student groups, students will create a sarcophagus for their pharaoh
mummy. While creating the sarcophagus, students will create a back story
for the mummy including the gods involved and the pharaohs story.
4. Assessment and Evaluation of Learning:
Summative: Mid unit quiz on 10/22/15, end of unit test
Formative: Observation, completion of assignment

Objective(s):
1.4Students will compare and contrast polytheistic beliefs of ancient civilizations in Egypt
1Materials and Resources:
Computer, projector, internet, art supplies, student projects, Egypt Crash Course
2Instructional Procedures:
a Introduction:
Students will complete their warm up as attendance is taken (3 min)
b Activities or Learning Experiences:
1 Students will watch Ancient Egypt Crash Course while taking CAP notes
(12 min)
2 Groups will complete their mummy sarcophagi- completing mummy
project (28 min)
c Closure:
Students will clean up supplies and display their projects (2 min)

Objective:
1.3
Students will summarize how geography influenced the political, social,
and economic growth of the ancient civilizations of Egypt and Mesopotamia by
utilizing one of the big 11 social studies skills.
2.
Materials and Resources
Projector, power point presentation Nile River DBQ Documents
3.

Instructional Procedures
1. Students will enter the classroom and complete the warm-up activity as
attendance is taken. (3 min)
2. Students will listen to a short lecture and take notes about aspects of
Ancient Egypt including the concept of Theocracy and the Rosetta Stone (10 min)
3. Nile River DBQs will be distributed and students will complete the
questions, collaborating with their groups (30 min)
4. Students will be given instructions for next days activities (2 min)

1Objective(s):
1.5 Students will compare and contrast the unique political, economic, religious, social,
technological, and cultural contributions of classical civilizations including Africa,
2Materials and Resources:
Class iPads, Socrative app, Scavenger Hunt worksheet, PBS.org website,
projector, internet access, CrashCourse Egypt video
3. Instructional Procedures:
1 Students will use iPads to complete warm up on the Socrative app while
attendance is taken. (3 min)
2 After attendance is taken, students will watch the Crash Course Egypt video
while taking 3-2-1 notes. (12 min)
3 Students will then be instructed to log into Google Classroom and follow the
posted links to complete the Egyptian society scavenger hunt worksheet,
working in their student groups to complete the sheet. Students will divide up
the work and complete their parts, then share their information with the rest
of their group. (27 min)
http://www.pbs.org/empires/egypt/newkingdom/society.html
http://www.pbs.org/empires/egypt/special/lifeas/

Closure
Students will again log into the Socrative app and complete the Exit ticket activities
and return the iPads to the case. (3 min)

Objective(s):
3

Students will summarize how geography influenced the political, social, and
economic growth of the ancient civilizations of Egypt and Mesopotamia by utilizing
one of the big 11 social studies skills.

Materials and Resources

Ipads, Nile River DBQ Documents, Egypt quiz

Instructional Procedures
1
2
3

Students will enter the classroom, take an Ipad, and complete the
Socratic warm-up activity as attendance is taken. (3 min)
Egypt quiz will be distributed and students will complete the questions
After quiz is completed, students will work on the Nile River DBQ
individually while everybody completes the quiz

1.Objective(s):
2.2 Students will analyze the origin, development, basic beliefs, distribution, and ancient
contributions for the five major world religions: Buddhism, Christianity, Hinduism, Islam, and
Judaism by utilizing one of the big 11 social studies skills.

2. Materials and Resources:

Computer, Spread of Islam DBQ Background essay
3. Instructional Procedures:
1 Students will enter classroom and complete warm-up as attendance is taken
(4 min)
2 Students will read background essay from the Spread of Islam DBQ and
complete Background Essay Questions (15 min)
3 As a whole class, we will discuss answers to the DBQ questions (7 min)
4 Students will then evaluate document C to determine the conflict between
the Quran and the Spread of Islam
5 Wrap up class and collect previous days assignment
4 Assessment and Evaluation of Learning:
Formative- whole class discussion of DBQ
Summative- End of unit test

1.Objective(s):
1.14 Students will analyze African civilizations such as Mali, Ghana, Congo, Ethiopia, and
Zimbabwe, in terms of geography, social structure, religion, political systems, and cultural
contributions by utilizing one of the big 11 social studies skills.
2.2 Students will analyze the origin, development, basic beliefs, distribution, and ancient
contributions for the five major world religions: Buddhism, Christianity, Hinduism, Islam, and
Judaism by utilizing one of the big 11 social studies skills.
2.Materials and Resources: Mansa Musa documents
3.Instructional Procedures:
Students will complete warm up as attendance is taken
Students will watch Mankind video about Salt and the Phonecians
Students will then read document (Huffington Post Blog) about Mansa Musas
wealth, determining credibility of document, and discussing the importance of
citing credible sources
Students will the read the Primary source document about Mansa Musas
pilgrimage to Mecca identifying how his wealth was able to aid in the spread of
Islam through North Africa.
4.Assessment and Evaluation of Learning:
End of Unit Test

1. State Standard(s):
H1.[9-12].10 - Compare and contrast the characteristics of dominant world
cultures.
H1.[9-12].11 - Analyze how and why the five major religions gained new
adherents in various parts of the world.
H2.[9-12].18 - Explain the development of monarchies and their effects on
centralized government, commerce and trade, and religion.
H3.[9-12].15 - Explain the impact of the five major world religions on the worlds
political and social fabric.
H3.[9-12].23 - Explain how literature, music, media, and the visual arts affect
social change.
H4.[9-12].20 - Describe tensions in contemporary Islamic countries over
reconciling traditional and Western influences.
G5.[9-12].4 - Analyze a variety of complex maps, i.e., topographic, demographic,
and land use, to acquire geographic information.
G5.[9-12].6 - Analyze maps for purpose, accuracy, content, and design.
G6.[9-12].6 - Compare characteristics of places and regions from different
perspectives.
G7.[9-12].3 - Analyze the development of civilizations and the impact it has on
the changes and progress of human development.
2. Objective(s):
1.3 Students will summarize how geography influenced the political, social, and
economic growth of the ancient civilizations of Egypt and Mesopotamia by
utilizing one of the big 11 social studies skills.

1.4 Students will compare and contrast polytheistic beliefs of ancient civilizations
in Egypt, China, India and Mesopotamia by utilizing one of the big 11 social
studies skills.
1.5 Students will compare and contrast the unique political, economic, religious,
social, technological, and cultural contributions of classical civilizations including
Africa, Mesopotamia, and Persia by utilizing one of the big 11 social studies
skills.
1.14 Students will analyze African civilizations such as Mali, Ghana, Congo,
Ethiopia, and Zimbabwe, in terms of geography, social structure, religion,
political systems, and cultural contributions by utilizing one of the big 11 social
studies skills.
2.1 Students will compare and contrast the characteristics of world cultures by
utilizing one of the big 11 social studies skills.
2.2 Students will analyze the origin, development, basic beliefs, distribution, and
ancient contributions for the five major world religions: Buddhism, Christianity,
Hinduism, Islam, and Judaism by utilizing one of the big 11 social studies skills.
2.3 Students will compare and contrast the social, political, and cultural impact
of Buddhism, Christianity, Hinduism, Islam, and Judaism on the world today by
utilizing one of the big 11 social studies skills
2.4 Students will analyze the dynamics between religions in different regions;
e.g., India (Hindu and Islam), Middle East (Judaism, Christianity, and Islam), and
Western Europe (Catholic and Protestant) by utilizing one of the big 11 social
studies skills
2.5 Students will describe the role of religion and warfare in ancient and modern
governments and society by utilizing one of the big 11 social studies skills
2.6 Students will analyze the dynamics between religions in different regions;
e.g., India (Hindu and Islam), Middle East (Judaism, Christianity, and Islam), and
Western Europe (Catholic and Protestant) by utilizing one of the big 11 social
studies skills

3. Materials and Resources:

Computer, internet access, student mobile devices, Kahoot review
https://play.kahoot.it/#/k/6a4f19f4-8334-4c29-8730-220146346502
4. Instructional Procedures:
Students will complete warm-up as attendance is taken
Students will then log in and play Kahoot game to review for unit test

5. Assessment and Evaluation of Learning:

Formative: Individual question responses
Summative: Unit test

1. State Standard(s):
H1.[9-12].10 - Compare and contrast the characteristics of dominant world
cultures.
H1.[9-12].11 - Analyze how and why the five major religions gained new
adherents in various parts of the world.
H2.[9-12].18 - Explain the development of monarchies and their effects on
centralized government, commerce and trade, and religion.
H3.[9-12].15 - Explain the impact of the five major world religions on the worlds
political and social fabric.
H3.[9-12].23 - Explain how literature, music, media, and the visual arts affect
social change.
H4.[9-12].20 - Describe tensions in contemporary Islamic countries over
reconciling traditional and Western influences.
G5.[9-12].4 - Analyze a variety of complex maps, i.e., topographic, demographic,
and land use, to acquire geographic information.
G5.[9-12].6 - Analyze maps for purpose, accuracy, content, and design.
G6.[9-12].6 - Compare characteristics of places and regions from different
perspectives.
G7.[9-12].3 - Analyze the development of civilizations and the impact it has on
the changes and progress of human development.

2. Objective(s):
1.3 Students will summarize how geography influenced the political, social, and
economic growth of the ancient civilizations of Egypt and Mesopotamia by
utilizing one of the big 11 social studies skills.
1.4 Students will compare and contrast polytheistic beliefs of ancient civilizations
in Egypt, China, India and Mesopotamia by utilizing one of the big 11 social
studies skills.
1.5 Students will compare and contrast the unique political, economic, religious,
social, technological, and cultural contributions of classical civilizations including
Africa, Mesopotamia, and Persia by utilizing one of the big 11 social studies
skills.
1.14 Students will analyze African civilizations such as Mali, Ghana, Congo,
Ethiopia, and Zimbabwe, in terms of geography, social structure, religion,
political systems, and cultural contributions by utilizing one of the big 11 social
studies skills.
2.1 Students will compare and contrast the characteristics of world cultures by
utilizing one of the big 11 social studies skills.
2.2 Students will analyze the origin, development, basic beliefs, distribution, and
ancient contributions for the five major world religions: Buddhism, Christianity,
Hinduism, Islam, and Judaism by utilizing one of the big 11 social studies skills.
2.3 Students will compare and contrast the social, political, and cultural impact
of Buddhism, Christianity, Hinduism, Islam, and Judaism on the world today by
utilizing one of the big 11 social studies skills
2.4 Students will analyze the dynamics between religions in different regions;
e.g., India (Hindu and Islam), Middle East (Judaism, Christianity, and Islam), and
Western Europe (Catholic and Protestant) by utilizing one of the big 11 social
studies skills
2.5 Students will describe the role of religion and warfare in ancient and modern
governments and society by utilizing one of the big 11 social studies skills
2.6 Students will analyze the dynamics between religions in different regions;
e.g., India (Hindu and Islam), Middle East (Judaism, Christianity, and Islam), and
Western Europe (Catholic and Protestant) by utilizing one of the big 11 social
studies skills
3. Materials and Resources:
Class set of Africa tests, Zipgrade answer sheets
Test doc link:
https://docs.google.com/a/nv.ccsd.net/document/d/1AyadDDClH2tILetY6CKyYIduT_AP76R0ONUN0u6P_U/edit?usp=sharing

4. Instructional Procedures:
Students will enter classroom and complete warm up as attendance is taken
Students will then complete Africa Unit Test on Zipgrade answer sheets provided
5. Assessment and Evaluation of Learning:
Africa Unit Test results