warm up how do you think the nile river has shaped ancient egypt civilization?

Warm Up

• How do you think the Nile River has shaped Ancient Egypt civilization?

How Did the Nile RiverShape Ancient Egypt's Society?

Day 1

• Students will be able to explain how the physical environment of Egypt influences it economy, culture and trade patterns. The purpose is for students to understand how the past has influenced our society today.

• This means students will be able to participate in their first DBQ.

Objective

A wall painting from the tomb of Sennefer, mayor of Thebes and Overseer of the Royal Gardens during the reign of Amenhotep 11, 1426-1400 BCE

Overview:• The glory days of Ancient Egypt lasted almost 3,000 years. They began

about 2920 BCE with the unification of Egypt under the first pharaoh and ended when the Romans conquered the kingdom in 30 BCE. Through this rich and vibrant civilization flowed the longest river in the world. The Nile, which meanders 4,126 miles across east Africa before ending its journey in Egypt, brought life-giving water to the desert kingdom. This Mini-Q is about the importance of the Nile to the people of Ancient Egypt.

• The Documents:– Document A: Ancient Egypt (map)– Document B: The Nile River Flood Cycle (chart)– Document C: Transportation on the Nile– Document D: Field of Reeds (tomb painting)– Document E: Hymm to the Nile

Title page 38 Nile DBQ HookSite APros:

Cons:

Site BPros:

Cons:

Site CPros:

Cons:

Site DPros:

Cons:

Site EPros:

Cons:

Which site will you recommend to the council? Why?

Hook Exercise: Finding a New Homeland

• Directions: It is several centuries before the time of Jesus Christ. You are an elder in a goat-herding tribe of 500 people. Unfriendly raiders from the north, the Attakalots, are forcing you off your land. You send out a small party of men, armed mostly with your prayers, to search for a new homeland. Six months later, they return. That evening, around a large bonfire, the scouting party presents a rough map to the Council of Elders with five possible settlement sites. – Examine the map with a fellow elder and discuss the pros

and cons of each option. – Which site will you recommend to the council?

Discussion Questions

• Which direction is the Great River flowing?• What are the basic needs for survival in this kind of

environment?• What would you need to meet those needs?• What would you need to succeed in keeping your

goats alive?• Which sites have security concerns? Distance

concerns? Trade concerns?• What seems to be the top priority in choosing a good

place to live?

How Did the Nile RiverShape Ancient Egypt's Society?

Day 2

• Students will be able to explain how the physical environment of Egypt influences it economy, culture and trade patterns. The purpose is for students to understand how the past has influenced our society today.

• This means students will be able to participate in their first DBQ.

Objective

Title page 40 Nile DBQ Background1.

2.

3.

4.

5.

Black Land

Red Land

Tributaries

Papyrus

Irrigation

BACKGROUND ESSAYHow Did the Nile River Shape Ancient Egypt's Society?

Background Essay Questions

1. Name four important river civilizations of the ancient world.2. List two or three pairs of contrasts that describe ancient Egypt.3. What are two of the sources of the Nile?4. How did the flooding cycle provide a seasonal rhythm for the Egyptian people?5. Why was sand a health threat for Egyptians?6. Define these terms:

– Black Land– Red Land– tributaries– papyrus – irrigation

Timeline• 2920-2575 B.C.E. - Early Dynastic Period: The first pharaohs unify

Egypt into a powerful kingdom• 2575-2134 B.C.E. - Old Kingdom: big advances in technology and

architecture; pyramids built at Giza• 2040-1 640 B.C.E. - Middle Kingdom: Egypt's population, religion and

the arts flourish• 1550-1 070 B.C.E. - New Kingdom: kingdom expands into Syria and

Nubia; international trade routes established• 712-332 B.C.E. - Late Period: Persians invade and annex Egypt• 332-304 B.C.E. - Alexander the Great defeats Persians; establishes new

capital called Alexandria • 304-30 B.C.E. - Reign of Cleopatra• 30 B.C.E. - Egypt falls to Roman Empire

UNDERSTANDING THE QUESTION AND PRE-BUCKETING

The task of recognizing and defining key words in the question is a crucial habit of mind. The second task of pre-bucketing based on clues in the question and in document titles is a huge categorization skill.

Understanding the Question

1. What is the analytical question asked by this Mini-Q?

How did the Nile shape Ancient Egypt?

2. What terms in the question need to be defined?“Shape” and “Ancient”

3. Rewrite the question in your own words.How did the Nile River influence the lives of

people in Ancient Egypt?

DOCUMENT A ANALYSIS- WHOLE CLASS

How Did the Nile RiverShape Ancient Egypt's Society?

Day 3

• Students will be able to explain how the physical environment of Egypt influences it economy, culture and trade patterns. The purpose is for students to understand how the past has influenced our society today.

• This means students will be able to participate in vocabulary activities about the civilization of Egypt.

Objective

CLASSWORK: ANALYZE DOCUMENTS B, C, D, E AND ANSWER THE QUESTIONS THAT FOLLOW.

HOMEWORK: ANALYZE THE REMAINING DOCUMENTS B, C, D, E THAT ARE NOT FINISHED IN CLASS AND ANSWER THE QUESTIONS THAT FOLLOW.

Discussion of Documents

• Working in pairs or threesomes, have students discuss the answers to the first set of Document Analysis questions they did for homework.

• Using a different-colored pen than they used for homework, they may add to their answers.

• After five minutes, open the discussion of that document to the full class.

• Then proceed to the next document and repeat.

BUCKETING AND CHICKEN FOOT

Students are to complete the bucketing and chicken foot work page. This step will help students clarify their topic statement and road map.

Bucketing- Getting Ready to Write

• Look over all the documents and organize them into your final buckets.

• Write bucket labels under each bucket and place the letters of the documents in the buckets where they belong. – It is OK to put a document in more than one bucket. That is

called multi-bucketing, but you need a good reason for doing so. – Remember, your buckets are going to become your body

paragraphs

Thesis Development and Road Map

• On the chicken foot below, write your thesis and your road map. – Your thesis is always an opinion and answers the

Mini-Q question. The road map is created from your bucket labels and lists the topic areas you will examine in order to prove your thesis.

Sample• This is what

page 69 should look like in your “How Did the Nile Shape Ancient Egypt?” packet.

HOMEWORK: STUDENTS ARE TO FILL OUT THE OUTLINE GUIDE SHEET OR WRITE THEIR MULTI-PARAGRAPH ESSAY.

Mini-Q Essay Outline GuideWorking Title

• Paragraph #1– Grabber– Background– Stating the question with key terms defined– Thesis and road map

• Paragraph #2– Baby Thesis for bucket one– Evidence: supporting detail from documents with document citation– Argument: connecting evidence to the thesis

• Paragraph #3– Baby Thesis for bucket two– Evidence– Argument

• Paragraph #4– Baby Thesis for bucket three– Evidence– Argument

• Paragraph #5 – Conclusion: Restatement of main idea along with possible insight or wrinkle

Warm Up

• Students will be able to explain how the physical environment of Egypt influences it economy, culture and trade patterns. The purpose is for students to understand how the past has influenced our society today.

• This means students will be able to participate in vocabulary activities about the civilization of Egypt.

Objective

How Did the Nile RiverShape Ancient Egypt's Society?

Day 4

CONDUCTING AN IN-CLASS WRITING WORKSHOP

HOMEWORK: STUDENTS ARE TO TAKE THEIR EDITED ESSAY AND WRITE THEIR MULTI-PARAGRAPH FINAL ESSAY.

DUE: