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6th Grade Social Studies  Egyptian Unit
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6th Grade Social Studies Egyptian Unit

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  • 1. 6 th Grade Social Studies- Egyptian Unit Rachel Mas Leonorilda Chavez Kayla Reitz Ashley Underhill
  • 2. Pharaoh Lesson Plan Standard LA.D.2.3.5.1 Uses multimedia tools to enhance presentations. LA.C.3.3.3.3 Uses language which is clear, audible, and suitable. SS.A.2.3.7.1 Knows examples of significant achievements in art and architecture Lesson Objective: The student will research one ancient Egyptian pharaoh and present findings to the class with 80% mastery. Anticipatory Set: I would ask my students “can anyone tell me what a Pharaoh is?” “Can someone give me a name of a pharaoh?”
    • Instructional Plan:
    • Teacher as a model
    • Check for understanding
    As a whole group I will read pre-selected pages from the book Chronicle of the Pharaohs: The Reign-By-Reign Record of the Rulers and Dynasties of Ancient Egypt by: Peter A. Clayton. I will ask the students to pay close attention to the pharaohs I am reading about because they will need some of this background knowledge for later.
  • 3. Pharaoh Lesson Plan, cont. Guided Practice: As a whole group I will hand out the requirements for the group project. We will carefully go over all parts of the project and what I expect from them. I will then ask if anyone has any questions. After answering all necessary and relevant questions I will break my students up into groups of four. After the students get with their group I will then assign them the Pharaoh they will be researching and presenting to the class. Independent Practice: The students will have three days to complete their research and PowerPoint presentation. On the forth day the groups will present their project to the class. All members will present a part of the slideshow and will do so clearly. Each member of the group will also provide a peer assessment to evaluate participation. The student audience members will need to take notes on key points in the presentations. The notes will be used as a study guide for the exam. Assessment of learning Outcomes The students will be graded using a rubric. Closure I will go over any extra points the students will need to know about the pharaohs. I will also review with the students and tell them which pharaohs to focus for the upcoming test. Homework/Perfect Practice The students will complete anything for their project that did not get done in class. ESE/ELL Modifications: Learning environment : use nonverbal cues Instructional Methods : provide wait time for questions Assignments & Assessments : use peer tutoring and allow for extra time on exam.
  • 4. Pyramid Lesson Plan Standards: Describe the emergence of early civilizations (Nile, Tigris-Euphrates, Indus, and Yellow Rivers, Me so and South American). - Benchmark Number: SS.6.W.2.5: Summarize important achievements of Egyptian civilization. Benchmark Number : SS.6.W.2.6 Determine the contributions of key figures from ancient Egypt.   Objectives: Student will recognize the pyramids as one of the most important achievement of Egyptian civilization. Student will be able to differentiate between the step pyramid and the true pyramid with 80% mastery. Materials: Power point Reference sheet Computers for online research Pyramid worksheet Activities: (Direct Instruction) I will present a power point with some of the most popular pyramids in Egypt. Activities: (Process) Knowing the derivations that a topic about pyramids can go, I will make sure to guide the students to understand that the pyramids were one of the most important achievements of Egyptian civilization. Every dynasty was expressing their love to the death, and every king wanted to be superior to the former. I will ask the students to recall the characteristics of pyramids, after listening to the student’s opinion; I will explain the differences between a step pyramid and a true pyramid. Activities: (Independent and closure) I will give the students a worksheet with some pyramid pictures and the students will use the computer to do some research on those pyramids, after they finish they will share with the class their findings. Adaptations: (ELL) I will permit to the student to work with a partner and I will give extra time to complete assignments. Adaptations: (ESE) I will bring some flash cards with the name of the most important pyramids on the language required. Assessment: Worksheet with questions.
  • 5. God/Goddess Lesson Plan Materials:
    • “ The Gods in Egypt” Movie
    • Students pencil
    • Students notebook paper
    National Standards
    • NSS-WH.5-12.2 ERA 2: Early civilizations and the Emergence of Pastoral Peoples, 4000-1000 BCE
    Sunshine State Standard SS.6.W.2.4: Compare the economic, political, social, and religious institutions of ancient river civilizations. LA.6.3.5.1 prepare writing using technology in a format appropriate to audience and purpose (e.g., manuscript, multimedia) Lesson Objective: Students will learn about 14 Egyptian Gods/ Goddess. Students will need to research and write a five paragraph essay about a god/ goddess of their choice with 80% mastery. Anticipatory Set:
    • CMS: Remind students that one person speaks at a time.
    • I would ask students if they know what the word religion means and if so what does the word “God/ Goddess” means?
    • I would then ask students how they would feel if they knew that Ancient Egyptians had a 114 God/Goddess.
  • 6. God/Goddess Lesson Plan, cont.
    • Instructional Plan:
    • Teacher as a model
    • Check for understanding
    • M.I.: Visual, Kinesthetic, Interpersonal
    • Explain that Egyptians believed that their gods and goddesses controlled many aspects of their lives.
    • I will ask students to open up their text books to chapter 2 and begin reading “Religion in Egypt”.
    • Call on volunteers to read.
    • Explain that the Egyptians felt they would get direction on important matters, forecasting the weather and crops, to advise on everyday questions, the gods and their influence were everywhere.
    • Watch a movie on the importance of the Gods in the afterlife, the Egyptians and their rulers looked to the gods for the promise of peace throughout the eternity.
    Guided Practice: Students will sign up for their God/Goddess and commence their research. Independent Practice:
    • Students will begin their first draft of their essay in class.
    • CMS: As students are working on the assignment I will circulate around the room answering questions if any and also make sure that my ESE student is understanding by asking her questions
    • -Do you understand what you need to do?
    • -You can go back to the book or your notes if you’re not sure.
    Assessment of learning Outcomes Formal work sample graded using a rubric. Closure Revise the importance of each God/ Goddess. Homework/Perfect Practice Students will research interesting facts about their God/ Goddess of their choice and continue to work on their essay. ESOL- Spanish Speaker/ ESE Modifications- speech & Lang.:
    • Sit ELL student in front of the classroom, provide extra wait time, provide Spanish to English, English to Spanish dictionary and allow extra time to complete task.
    • -Learning Environment: Sit ESE student in front
    • -Instructional Plan: provide extra wait time and provide index cards to write questions or ideas.
    • -Assignments & Assessments: Allow extra time to complete task.
  • 7. Summary/Rationale of Pharaoh Project We chose to have the students do a cooperative learning project to promote learning from their peers. The teacher would place them in their groups and assign them the pharaoh to avoid any conflicts or confrontations. Allowing the students to rate their peers should alleviate any problems they have with group work. We feel by having the student’s research and teach the class about their pharaoh, we are providing a different learning experience for all the students. The grading process will be explained along with the expectations for the final outcomes of the project. We chose to use a rubric for this assessment so the students are aware of what we are looking for and understand the reasoning behind their grade. We like rubrics because it not only allows the student to focus on the expectations, but it allows the teacher to stay on the set guidelines for all students. The rubric consists of five basic criteria and four levels of performance. The highest a student can receive is a 20/20. The categories in the rubric range from completion of requirement’s, content of project to oral presentation.
  • 8. Pharaoh Project Your group will be assigned one of the six pharaohs listed to research and present. You will have 3 days to gather your information and create a PowerPoint presentation for the class. You must include the dates they were in power, their parent’s names, what they were most known for, and three extra interesting facts about your pharaoh. Your PowerPoint presentation must be colorful, well put together, organized and must contain at least 6 slides of researched information, one slide for your title page and one slide for your works cited page. On the title page be sure to include the names of your group members. When presenting to the class you must make eye contact with the audience, be able to answer questions about your pharaoh and speak loud and clearly for all to hear. Group participation will also be graded in this project. Each group will receive peer rating sheets which will allow you to rate the participation of your group members. I will also be looking for group participation during the presentation. One person should not speak the entire time. Every person in your group should present at least one slide. **You must pay attention to all presentations!** There will be questions on the test from the information in these projects. Helpful websites: http://www.kingtutone.com/pharaohs/ http://www.discoveringegypt.com/k-q-menu.htm http://www.egyptologyonline.com/pharaohs.htm
  • 9. Pharaoh Project Rubric Total= /20 CATEGORY 4 Exemplary 3 Accomplished 2 Developing 1 Beginning Requirements All requirements are met and exceeded. All requirements are met. One requirement was not completely met. More than one requirement was not completely met. Attractiveness Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. Makes good use of font, color, graphics, effects, etc. to enhance the presentation. Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. Use of font, color, graphics, effects etc. but these often distract from the presentation content. Organization Content is well organized using headings or bulleted lists to group related material. Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Content is logically organized for the most part. There was no clear or logical organizational structure, just lots of facts. Oral Presentation Interesting, with smooth delivery that holds audience attention. Relatively interesting, with a fairly smooth delivery that usually holds audience attention. Delivery not smooth, but able to hold audience attention most of the time. Delivery not smooth and audience attention lost. Content Covers topic in-depth with details. Subject knowledge is excellent. Includes essential knowledge about the topic. Subject knowledge appears to be good. Includes essential information about the topic but there are 1-2 factual errors. Content is minimal OR there are several factual errors.
  • 10. Summary/Rationale of God/Goddess Project The Egyptian God/ Goddess Project was created to enhance students understanding of Ancient Egyptian religion and its people. Each God has an interesting story all which derived from Egyptian Mythology. In order to enhance students understanding of the many Gods/ Goddess it was important that we involved them as much as possible, with that being said it was extremely important that the students could relate to the God/ Goddess. Therefore students needed to explore their God/ Goddess of choice by researching and identifying themselves through the God/ Goddess. The assessment tool that would best assist in this project would be the Rubric. The rubric would consist of four basic achievements, all of which are 4 points each and total 16 points. Its areas of accomplishments have to deal with basic writing principles and overall comprehension of the assignment.
  • 11. God/Goddess Project
    • Directions: choose one of the following Gods to research; you will then need to write a five paragraph essay . This project is due on September 30 th . It should be neatly written or typed, using letter size 12 and Times New Roman font.
    • Your essay should include the following:
    • The reason you chose the God/ Goddess=25 points
    • Some interesting facts about your God/ Goddess=25 points
    • The reason why the God/ Goddess is important to Ancient Egyptians=25 points
    • How does this God relate/ identify to you and your personality=25 points
    • Total points= 100
  • 12. God/Goddess Project Checklist Student states the reason he/she chose the God/ Goddess _______/25 Student gives some interesting facts about his/her God/ Goddess _______/25 Student gives reason (s) why the God/ Goddess is important to Ancient Egyptians _______/25 Student explains how this God relates/ identifies to his/her personality _______/25 Teacher Notes/ Comments:
  • 13. God/Goddess Project Rubric CATEGORY 4 3 2 1 Quality of Information Information clearly relates to the main topic. It includes several supporting details and/ OR examples. Information clearly relates to the main topic. It provides 1-2 supporting details and/ OR examples. Information clearly relates to the main topic. No details and/ OR examples are given. Information has little OR nothing to do with the main topic. Amount of Information All topics are addressed and all questions answered with at least 2 sentences about each. All topics are addressed and most questions answered with at least 2 sentences about each. All topics are addressed, and most questions answered with 1 sentence about each. One OR more topics were not addressed. Paragraph Construction All paragraphs include introductory sentence, explanations or details, and concluding sentence. Most paragraphs include introductory sentence, explanations OR details, and concluding sentence. Paragraphs included related information but were typically not constructed well. Paragraphing structure was not clear and sentences were not typically related within the paragraphs. Mechanics No grammatical, spelling OR punctuation errors. Almost no grammatical, spelling OR punctuation errors A few grammatical spelling OR punctuation errors. Many grammatical, spelling, OR punctuation errors.
  • 14. Unit Test Questions- MC
    • 5. Akhenaten introduced the new cult of worship to which of the following?
    • the creator sun-god at dawn, Khepri
    • the sun-disc, Aten
    • the sky-goddess, Nut
    • The old solar-god, Re
    • 6. Which of the following was NOT an Egyptian pharaoh?
    • Tuthmosis III
    • Cleopatra VII
    • Julius Caesar
    • Tutankhamun
    • Osisris was the God of the ___________.
    • Desert
    • Death
    • Destruction
    • Dance
    • 8. Ra the King of the Gods is represented by which animal ___________.
    • Falcon
    • Eagle
    • Hawk
    • None of the above
    • 1. What was the name the Ancient Egyptians gave the Nile?
    • Az
    • As
    • Ar
    • An
    • 2. On what continent is Egypt located?
    • Africa
    • Asia
    • Australia
    • Antarctica
    • 3. The pyramids of Giza were built for whom?
    • Huni
    • Khufu
    • Snetru
    • Userkaf
    • 4. Which Pyramid is NOT part of complex of Giza?
    • Khufu
    • Djoser
    • Khafre
    • Menkaure
  • 15. Unit Test Questions- T/F
    • Akhenaten was known as the “Napoleon” of Ancient Egypt.
    • During their reign, Pharaohs identified themselves with the god, Horus.
    • During the 3 rd -6 th dynasties most of the royal pyramids were built. This period is also known as the “Age of Pyramid Builder”.
    • The most popular pyramid is Pepi II.
    • The Nile flows to the north because of the Egyptian Sun god, Ra.
    • The Ancient Egyptians had a great respect for cats since they protected the grain from mice and rats.
    • The idea of kingship and the divinity of the pharaoh were central to Egyptian society and religion.
  • 16. Unit Test Questions- Matching A. Bent Pyramid B. Step Pyramid C. Queens Pyramid D. Sphinx E. Giza Pyramids
  • 17. Unit Test Questions- Short Answer and Essay
    • Identify three contributions left by Ramessess II.
    • The capital of Egypt is ________________.
    • Briefly explain why the Nile flows from the South to the North unlike our rivers in the US.
    • Tutankhamun is known as the famous _____________________.
    • Anubis invented embalming to embalm Osiris, the first mummy. He was the guide of the dead. Why was it important for the Egyptians embalmed their dead, through a special ceremony, especially their pharaohs?
    • Out of all the Gods that were discussed in class, which one is the most important to you? Why?
    • Name and explain the two types of pyramids.
    • Describe the difference between pyramid texts and coffin texts and what was their main purpose.
    • Essay:
    • - Please choose 3 qualities of a god/goddess and relate them to yourself. Explain in detail your relation in a 3 paragraph format.
  • 18. Summary/Rationale for Assessment Tool We chose this type of assessment because it is the best way to test our objectives and make sure our table of specification was met. The projects as assessment tools allows the student to find some information on their own using various forms of resources; technology in particular will permit the visual and intrapersonal students to a better learning by ensuring comprehension.