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East Carolina University


HIED 3001
Unit Analysis Map
Course:___HIED_3010______________
School:____East Carolina University____________________
Instructor:___Dr. Morgan________________________

Unit topic: Ancient Egypt

Common Core State Standards for this learning segment:

NC Essential Standards for this learning segment:

I. WH.H.1 Apply the four interconnected dimensions of historical thinking to the Essential Standards for World History in order
to understand the creation and development of societies/civilizations/nations over time.
a. WH.H.1.1 Use Chronological thinking to:
i. identify the structure of a historical narrative or story: (its beginning, middle and end).
i. Interpret data presented in time lines and create time lines.
b. WH.H.1.2 Use Historical Comprehension to:
i. Reconstruct the literal meaning of a historical passage.
ii. Differentiate between historical facts and historical interpretations.
iii. Analyze data in historical maps.
iv. Analyze visual, literary and musical sources.
c. WH.H.1.3 Use Historical Analysis and Interpretation to:
i. identify issues and problems in the past.
ii. Consider multiple perspectives of various peoples in the past.
iii. Analyze cause-and-effect relationships and multiple causations.
iv. Evaluate competing historical narratives and debates among historians.
v. Evaluate the influence of the past on contemporary issues.
d. WH.H.1.4 Use Historical Research to:
i. Formulate historical questions.
ii. Obtain historical data from a variety of sources.
iii. Support interpretations with historical evidence.
iv. Construct analytical essays using historical evidence to support arguments.
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2. WH.H.2 Analyze ancient civilizations and empires in terms of their development, growth and lasting impact.
a. WH.H.2.1 Compare how different geographic issues of the ancient period influenced settlement, trading networks and
the sustainability of various ancient civilizations (e.g., flooding, Fertile Crescent, confluence, limited fertile lands, etc.).
b. WH.H.2.8 Compare the conditions, racial composition, and status of social classes, castes, and slaves in ancient
societies and analyze changes in those elements.
Essential Questions Previous skills needed:
I. What was the Ancient Civilization of Egypt? I. Knowledgeable paragraph writing and structure
II. How big of a role did the Ancient Egyptians Theology II. Argumentative writing
have in their civilization? III. Research Skills
IV. Critical thinking
Previous Knowledge Needed
V. Debate skills
I. Understand the geography of Egypt along the Nile
river.
II. Know what a Monarchy is.
III. Understand what Theocracy means.
IV. Know why rivers are important to civilization
V. Understand Key Terms
Summative assessment:
I. Choose and Ancient Egyptian King or Queen. Research about your chosen ruler, how did they come into power? What was
Egypt like during their rule? Did the people like the ruler? How did the King or Queen lead their lives? Using the information,
write a paper about the King or Queens Rule and after their death imagine what their journey to the Underworld was like and
how their meeting with Osiris goes.

Specific Tasks:
II. Topic: Ancient Egypt
III. Texts:
a. The Pyramid Texts
b. The Egyptian Book of the Dead
c. Legends of the Gods; The Egyptian Texts

Prompt:
I. Using you’re knowledge of Ancient Egyptian religious practices imagine you are an Egyptian King or Queen beginning their
journey on the way to the Underworld. Explain who and/or what you encounter. Explain the significance of each person/thing
you encounter and what they represented to Ancient Egyptians. Finally does your Heart weigh less than the feather of truth?
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Why or Why not?


Lesson (a) Lesson topic Lesson instructional activities Formative assessments:
(b) Lesson essential question
(c) Specific common
core/essential standard
Lesson 1 I. Ancient Egyptian I. Teach students about the physical geography Students will get a blank map of the
Geography of Ancient Egypt. Nile and label important points in
II. Why was the Egyptian II. Explain why the Nile River had such an impact northern and southern Egypt.
Geography so important to on Ancient Egyptian civilization.
the Civilization?
III. Evaluate maps of the Ancient Egyptian empire
III. WH.H.2.1 Compare how
at key points in it’s history.
different geographic
IV. Class will discuss why borders changed
issues of the ancient
throughout the history of the Egyptian
period influenced
empire.
settlement, trading
networks and the
sustainability of various
ancient civilizations
(e.g., flooding, Fertile
Crescent, confluence,
limited fertile lands, etc

Lesson one vocabulary Lesson one language functions


Nile, Cataract, Flooding, Silt, Delta, Red Land, Black Land, Ankh, Giza, Evaluate, Examine, Research, Apply, Draw, Recall, Discuss
Inundation

Planned differentiation using Gardner’s Multiple Intelligences:


Visual-Spatial

Lesson 2 I. Ancient Egyptian Theology I. Teach students about the Ancient Egyptians Students will create a brochure of a
and Culture belief systems. God or Goddess with information
II. How big of an impact did II. Teach about the important Gods and detailing who they are, their history,
Ancient Egyptian Theology Goddesses in the religious system. Explain the and what their domain/powers are.
have on daily life?
impact that Religion had on daily life.
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III. WH.H.2.1 Compare how III. Students will be examining primary sources
different geographic that depict Ancient Egyptian
issues of the ancient Theology/Mythology and explaining what
period influenced they see and why the specific God or Goddess
settlement, trading was included in the Primary Source.
networks and the
sustainability of various
ancient civilizations
(e.g., flooding, Fertile
Crescent, confluence,
limited fertile lands, etc)
IV. WH.H.2.8 Compare the
conditions, racial
composition, and status
of social classes, castes,
and slaves in ancient
societies and analyze
changes in those
elements.
Lesson two vocabulary Lesson two language functions
Afterlife, Mummy, Symbol, God, Goddess, Preserved, Obelisk, Ankh, Eye of Create, Design, Evaluate, Argue, Examine, Apply, Define, Explain,
Horus Analyze

Planned differentiation using Gardner’s Multiple Intelligences:


Visual-Spatial

Lesson 3 I. Ancient Egyptian I. Present the Monarchial government to Students will sequence the dynasties
Government students and explain how it came to be and from the beginning of the Egyptian
II. What kind of Government was seen by the commoners. civilization to the End of the
did Ancient Egypt have? II. Students will be reading secondary sources civilization.
III. WH.H.2.1 Compare how Compare and Contrast Diagram-
describing different rulers of Ancient Egypt
different geographic What Ancient Egypt was like at the
and their impact on the civilization. beginning and at the end of its
issues of the ancient III. Students will compare Ancient Egyptian Monarchs existence.
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period influenced and discuss which one they think had the biggest
settlement, trading impact on the Empire
networks and the
sustainability of various
ancient civilizations
(e.g., flooding, Fertile
Crescent, confluence,
limited fertile lands, etc)
IV. WH.H.2.8 Compare the
conditions, racial
composition, and status
of social classes, castes,
and slaves in ancient
societies and analyze
changes in those
elements.

Lesson three vocabulary Lesson three language functions -


Edict, Scroll, Dynasty, Official, Kingdom, Scroll, Pharaoh, Succession, Vizier Examine, Research, Apply, Sequence, Analyze

Planned differentiation using Gardner’s Multiple Intelligences:


Logical-Mathematical

Brainstorm Learner Needs


Possible Barriers Possible Solutions