Curriculum Chart Table Generative Topic: Ancient Egypt Concept ("The student will understan d")

Essential Question: What is culture?

Subject: 6th Grade Social Studies Assessment Facts Skills

Name: Christine Hazday Problems to pose Activities:

Standard National Curriculum Standards for Social Studies

(How will you have evidence that they know it?)

("The ("The students will students ("Guiding know") will be able questions" or to") "unit questions")
1.Students 1.Where is will be to Narmer from? explain the How long connection before between Cleopatra did King Narmer, he rule? the beginning of 2.What was the Ancient the palette used for? Were Egyptian Empire, and others like it the Narmer found? Palette. 3.How did they 2.Students find the will be able Narmer to connect Palette? Who the Narmer found the Palette with Narmer the unification of Palette? 4.Where is the Egypt and the creation Narmer Palette now? of the Pharaonic 5.Why and state. how, i.e. 3.Students through will be able military to discuss conquest, did the Narmer 1. Geo Quizzes (preselected prior to teaching so that content is relevant to the days lesson) 2. Looking at Maps to locate the content geographically 3. Deciphering the Narmer Palette (a written assessment as well as class discussion) 4. Guided Notes (students are monitored to ensure all students are taking down notes; required in 6th grade) 5. How does this fit with the idea of Ozymandias? Discuss with small group and then with class. This is a recall of the poem. 6. Exit Ticket: What is the Narmer

1. Geo Quiz (related to 1. The content): an Narmer 1. Cultures are assessment in Palette is an dynamic and change listening, filtering artifact that over time. information, and helps interpreting questions. historians 2. Through 2. Individually, students piece experience, will be asked to write together the observation, and about the Narmer historical reflection, students Palette based upon record. will identify elements their investigation. 2. The of culture as well as Students will be Narmer similarities and allowed to use laptops Palette differences among to research. They must remains the single most cultural groups across keep in mind the critical questions of critical time and place. Social Studies to locate document in the Narmer Palette in decoding placc and time: Ancient Who, What, Where, Egyptian When, and Why? culture. Students who answer 3. King these questions with Narmer was basic responses will responsible receive a check. for the Students who go above unification of and beyond making Egypt. connections between the questions and other

Social Studies units will receive a check plus. All students will be called upon to contribute in a class discussion. 3. Socratic Seminar How does the Narmer Palette relate to Ozymandias (students will ask to prepare as homework, must show evidence of research to be able to participate in the discussion) 3. Exit Ticket: Relate Ancient Egypts King Narmer to Ozymandias by Shelley. 4. Exit Ticket: What is the Narmer Palette, where was it made, and what does it decode about Ancient Egypt?

Palette as a historical document that codifies Egypts founding.

Palette, where was it Egypt unite? 6.What are the made, and what similarities and does it decode about Ancient differences Egypt? between Ancient Egypt and Ancient Rome (previously studied unit)?

Essential Question: How does geography influence culture?

1. The study of 1. Geo Quiz (related to people, places, and content): an environments enables assessment in us to understand the listening, filtering relationship between information, and interpreting questions. human populations 2. Five minute written and the physical reflection: Thinking world. 2. Todays social, cultural, economic and civic issues

back to our unit on Ancient Mesopotamia, answer the following questions:

1. The Nile provides an abundance of resources to sustain life. 2. The Nile greatly influenced Ancient Egyptian way of life. 3. Artifacts,

1. Students 1.Where is the will be able Nile? to explain 2. Who first how Ancient settled in the Nile? Egyptian 3.When was civilization this? thrived 4. During what because of time was its Cleopatra alive? proximity to 5. Did Ancient Egyptians have the Nile

1. Geo Quiz 2. Class Discussion/ Recall 3. Mini Lesson 4. Group work 5. Class Discussion recapping group work 6. Film + Accompanying Guided Viewing Questions

demand that students a. Why is Primary apply knowledge, Mesopotamia named documents, and skills, and so? understandings as b. Where is it located Secondary documents they address on the map? are used to questions such as: c. What resources piece Why do people decide were available to together the to live where they do help Mesopotamia historical or move to other thrive? record. places? Why is 3. Do Now: With the location important? members of your desk How do people group, write down any interact with the thoughts on chart environment and paper to the following what are some of the questions: consequences of a. What connections do those interactions? you make of Ancient What physical and Egypts extending other characteristics empire with that of lead to the creation of Ancient Rome? regions? How do b. What do you make of maps, globes, geographic tools and the Nile Resources and how do you think that geospatial technologies contributed to Ancient contribute to the Egypts growth? understanding of Participation will be people, places, and recorded as students environments?

must take ownership of their contributions by writing their initials next each idea they write. 4. Responses to Guided Questions during the film Journey to the Nile

7. Discussion of Film River, which contact with Ancient Rome? If 8. Exit Ticket provided so, when? many resources. 6. With whom 2. Students did Ancient Egyptians trade? will be able 7. What to analyze products did how Ancient Ancient Egyptian Egyptians trade culture was and import? greatly influenced by the Nile River. 3. Students will be able to interpret artifacts, primary, and secondary documents that have helped historians understand Ancient Egypt and Ancient Egyptian culture.

a. What trades

revolved around the Nile (fishing, farming)?

b. Where did people settle in relation to the Nile (early settlements were on the Nile shore)? c. How did the seasons affect the Nile? These responses will be collected at the end of class. 5. Exit Ticket: Explain three ways the Nile River impacted Ancient Egyptian civilization.

Essential Question: How can historians use artifacts and records of the past to learn about a past civilization ?

1. Do Now: introduces 1. Students 1. Students the students to will know will be able artifacts and where and to define archaeology. Now that when the the the students know Pyramids Pyramids. 2. Through a more where the pyramids are were built. 2. Students formal study of and how big they are, Additionally, history, students in ask them what these students will will be able great structures tell us know that the to locate the middle grades the periods about the ancient pyramids continue to expand in time and Egyptians by observing were a their understanding and analyzing the monumental in context of the past and are of Ancient increasingly able to following tomb artifacts feat of from the archive of engineering, Egyptian apply the research methods associated University of Memphis math, and Civilization. physics of [i.e. Old with historical inquiry. (website will be provided). which we are Kingdom still trying to Concluding task: understand (about Students will be 26642180 today.
1. Studying the past makes it possible for us to understand the human story across

1. Geo Quiz 1. What do anthropologists 2. Class Discussion /archaeologists 3. Groupwork 4. Partner work Do do? 2. When/How Now 1 5. Do Now 2: were the considers Pyramids at pyramids as Giza built? artifacts and 3. What examines the artifacts were scale of these discovered in great structures. the Pyramids The Great Pyramid at Giza? is the last survivor 4. What of the Seven connections Wonders of the can we make World, and until the early 20th century to the was the tallest Pyramids at

building in the asked to write about 2. Students B.C.)] Giza with one artifact locating will know how 3. How have Ancient Roman world. to define the historians 6. Do Now Three: it in time, place, aqueducts? pyramids asks students history, as well as used the 5. What contextually putting in context Pyramids as innovations did what clues why they pyramids give us what is its function? were built artifacts to Ancient about the ancient Do we have anything and what decode the Egyptians similar in our society? they were way of life make that are Egyptians. Students will be 1 -2 pp. and derivative of used for. asked to examine 2. Written Reflection: 3. Students achievemen those in our several websites asks students what will know how ts of society? with their clues pyramids give historians Ancient 6. The study and us about the ancient Egyptian Pyramids are partners. rely on the 7. Study groups in Egyptians (To receive civilization? one of the pyramids as preparation for full credit students greatest an important end of unit test; must demonstrate architectural artifact of careful thought and Ancient mysteries of students will be attention to both Do Egyptian which we are thirty minutes to ask me any Now 2 and Do Now 3) civilization. still trying to clarifying 3. Quiz for understand. understanding How does this questions content thus far (Will relate to the include key main idea of vocabulary words, Ozymandias? people, dates, and places) 4. Exit Ticket: What is the role of Archaeologists/Anthr opologists? In what ways do they help obtain a better understanding of the past? 5. End of Unit Assessment: Test that will be

* The above chart is divided by essential questions. Three essential understandings form the foundation of my Ancient Egypt. All lessons, activities, concepts were generated by these ideas. Each horizontal line demarks a new essential question and its related activities, skills, questions, assessments. The curriculum table is not divided into lessons.