tennessee tech university lesson plan...
TRANSCRIPT
Revised Spring 2013
Tennessee Tech University Lesson Plan Template
Name: Renee’ Van Druff, Dana Crabtree, Tania Lawson Date: November 1, 2013 Lesson Title: Ancient Egypt Grade/Level: 6th
Curriculum Standards
6.15 On a historical map locate the Mediterranean and Red Seas, the Nile River and delta, and the areas of ancient Nubia and Egypt. Identify the locations of ancient Upper and Lower Egypt and explain what the terms mean. On a modern map, identify the modern countries of Egypt and the Sudan. 6.17 Develop a visual representation of the structure of Egyptian society including the role of the pharaoh as god/king, the concept of dynasties, the importance of at least one Egyptian ruler, the relationship of pharaohs to peasants, and the role of slaves in ancient Egypt.
Focus Questions/Big Idea/Goal (List all 3) What question(s), big idea(s), and goals drive your instruction? Focus Questions: Where were the boundaries and what were the geographic features of ancient Egypt? What role did these features play in the development of Egyptian society? What were the social classes of Ancient Egypt? Big Ideas: Ancient Egyptian civilization was built around the Nile River in Northern Africa and was bordered by the Mediterranean and Red Seas. Egypt was protected by the Nile River and the deserts, but the Nile River, along with the Mediterranean Sea, also allowed for trade with people outside of Egypt. Ancient Egyptian society was divided into social classes based on wealth and power. Goals: Students will become familiar with the geography of ancient Egypt. Students will become familiar with how the geography of ancient Egypt helped the Egyptians. Students will become familiar with the social classes in ancient Egypt and how they were structured.
Lesson Objective(s)
Objectives are measurable. 1. The student will identify the areas of ancient Upper and Lower Egypt, as well as ancient Nubia, the Nile River, and the Mediterranean and Red Seas on a map. 2. The student will explain how the geography of Ancient Egypt contributed to its society. 3. The student will identify the structure and makeup of social classes in ancient Egypt.
Vocabulary/ Academic Language
List and define your vocabulary. What opportunities will you provide for students to practice content language/vocabulary and develop fluency? Vocabulary:
Nile River- one of Africa's greatest rivers - which flows into the Mediterranean Sea Mediterranean Sea- The Sea lying directly to the north of Egypt delta- flat, low-lying land built up from soil carried downstream by a river and deposited at its mouth Lower Egypt- The northern region of ancient Egypt, named so because it was located downriver with the Nile's flow. Upper Egypt- the southern part of ancient Egypt
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Nubia (also called Kush)- an ancient region of northeastern Africa (southern Egypt and northern Sudan) on the Nile pyramid - built as tombs for pharaohs using stone pharaoh - Egyptian king noble - government officials scribes - kept records and worked for the rulers, priests, and traders artisans - important part of middle class; produced linen cloth, jewelry, metal goods, and pottery farmers - largest group of early Egyptians; most worked the land of nobles unskilled workers - physical laborers (unloaded cargo, made and stacked mud bricks) upper class - consisted of nobles, priests, and other wealthy Egyptians that worked as government officials middle class - included people who ran businesses or produced goods
The vocabulary will be introduced during the toontastic video clip to give the students an idea of the vocabulary that will be presented throughout the lesson. Instructional Language: Webquest- a directed activity using websites to search for specific information FACT - Formative Assessment Classroom Techniques
Material/Resources What do you need for this lesson? Labeled map of Ancient Egypt Map template for each student Colored Pencils Teacher prepared “little known facts” cards Paper Pencil Textbook Tape Each group of 3-4 students will need: Webquest worksheet Computer or iPad Toontastic Video
Assessment/Evaluation
Formative: How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback? Fact First Questioning: The teacher will circulate during both the map activity and the webquest to observe whether or not the students are completing their maps correctly and finding the information they need to answer the webquest questions. The teacher will redirect and give feedback when necessary. After the map activity and the geography webquest the teacher will use “Fact First Questioning” to elicit students understanding of the importance of the various geographical features to Egyptian Society. Fist to Five: During the instruction and creation of the pyramid foldable, the teacher will ask students to use Fist to Five to indicate their understanding of the directions they are being given. A closed fist will indicate no understanding, one finger indicates very little understanding ranging to five fingers indicating understanding completely and able to explain to others easily. POMS - Point of Most Significance: The teacher will lead a discussion with the students about what they believe the most significant part of the information they have found about the Egyptian social classes is and why they believe that point is significant.
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Summative: What evidence will you collect and how will it document student learning/mastery of lesson objective(s) The students will complete the 3-2-1 activity as an exit ticket to be graded by the teacher. To extend the lesson and also assess what students retained, the following day students will be asked to create a Make Beliefs Comix summarizing what was learned the day before.
Instruction (Include a suggested time for each major activity) Total time for lesson: 70 minutes
List Questions for higher order thinking These cannot be answered by yes or no. (Identify Bloom’s Level of Thinking)
Set/Motivator (10 minutes): The teacher will show a pre-prepared toontastic clip created to introduce the vocabulary that will be used throughout the lesson. Before the clip is shown to the students, the teacher will ask the students to take notes on key words that are used throughout the video. After the clip, the teacher will engage the students in a group discussion about words they thought were important. https://toontube.launchpadtoys.com/294450/ajldymq7 The teacher will prepare and pass out 11 “did you know?” cards using the information at this website: http://www.history.com/news/history-lists/11-things-you-may-not-know-about-ancient-egypt Students will take turns reading their fun fact to the entire class. This activity addresses many misconceptions that people hold concerning Ancient Egypt.
Remember: What are some things that you thought were true, but turned out not to be?
Instructional Procedures/Learning Tasks: Provide specific resources/details of lesson content and delivery. PART 1 (25 minutes): The teacher will use the document camera to display a map of ancient Egypt on the Smartboard. The students use colored pencils to label their own map of ancient Egypt while the teacher explains the geographic vocabulary words. Then students will be divided into groups of 3-4 and given a webquest worksheet (http://www-tc.pbs.org/empires/egypt/pdf/lesson7_stud_guide.pdf ) which contains several questions about the boundaries, natural resources, and important geographical features of Egypt. After the lesson, there is a modified version of the webquest worksheet that can be used to shorten the activity. FACT (Fact First Questioning): The teacher will state the following facts and questions to encourage class discussion: “Every year from July to October the Nile River would flood its banks. Did this yearly event help or hurt Egyptian civilization? What evidence supports your answer?” Ancient Egypt was surrounded by natural barriers. The Sahara desert is to the west, the Mediterranean Sea to the north and the Red Sea to the East. How did these barriers help or hurt Ancient Egyptian society? What evidence supports your answer? PART 2 (25 minutes): The teacher will instruct students to use their textbooks to take notes about the social classes in ancient Egypt. They will be told to include the type of housing each class had and any other facts that they find important or interesting. Once they have finished, the teacher will pass out the direction sheet for building a pyramid foldable and instruct students to only do steps when told. Working ahead will result in missing steps that are not on the directions sheet.
Understanding: What are the three major bodies of water that are important to Egypt’s geography? Analyzing: How did the NIle River contribute to the development of ancient Egyptian society? Creating: Create a pyramid foldable showing the social classes. Remembering: What other societies had structured social classes? Evaluating: Which of the social classes would you want to be in if you lived in ancient Egypt? Why?
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1. Students will be shown and instructed in the folding process through the step where the paper is completely unfolded. 2. Students will be shown and instructed to divide specific sections of the paper into 5 parts. 3. In one section students will write the names of the social classes they found, one per part. 4. In the next section students will write the type of housing each social class had in the appropriate part. 5. In the next two sections students will write facts that they found about the social classes in the corresponding parts. 6. The teacher will instruct students on completing their pyramid foldable. (See instructions following plan)
Closure (10 minutes): Verbalize or demonstrate learning or skill one more time. May state future learning. Teacher will prepare a 3-2-1 graphic organizer for the exit ticket with the following questions… Name the 3 bodies of water that were a major part of the geography of Ancient Egypt? Choose two of these features and tell how it affected society. Write one thing you learned about the social classes of Ancient Egyptians?
Adaptations to Meet Individual Needs: How will you adapt the instruction to meet the needs of individual students? Include - ELL?; SPED?; Gardner’s Learning Styles - Name and specify what happens in the lesson that uses each learning style listed; Other individual needs of the students/class you are teaching? Gardner’s Learning Styles: Bodily/Kinesthetic: Students will be engaged in hands-on learning when creating the map as well as when creating the pyramid foldable. Visual/Spatial: Students will correctly label a map of ancient Egypt. Students will also create a visual representation of the social classes of ancient Egypt. Intrapersonal: Students will be able to analyze and share their thoughts during the lesson and discuss the activities with other students during group work. Interpersonal: Students will be working in groups of 3-4 to complete the webquest activity. Management/Safety Issues: Are there any management and/or safety issues that need to be considered when teaching this lesson?
Management Issues: The teacher will need to keep students focused during group work to ensure everyone is staying on task and using technology properly.
Safety Issues: There are no foreseeable safety issues during this lesson.
Rationale/Theoretical Reasoning:
Rationale:
Based on Piaget’s constructivist theory, students should use hands-on modeling and technology so that they will be engaged in the learning process.
Common Misconceptions:
Students may not realize that although Egypt is a part of Africa it is a unique place with its own distinct geography, history, and culture.
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Students may think that women had little to no freedoms because that was the norm in many ancient countries, but Egypt allowed women many freedoms.
Students may think that the pyramids were built by slaves, but evidence suggests that laborers were paid to build them.
Multiple Intelligences:
This lesson was created with Howard Gardner’s Theory of Multiple Intelligences in mind. The lesson specifically addresses visual, kinesthetic, intrapersonal, and interpersonal intelligences in order to help students with varied intelligences learn concepts about the geography and social structure of Ancient Egypt. See above adaptations.
Marzano’s Nine Instructional Strategies for effective Teaching and Learning: Nonlinguistic Representations: Evidence supports that nonlinguistic representations help stimulate and increase brain activity. Both the map and the pyramid are nonlinguistic representations of information to be learned. Summarizing and Note-taking: Note-taking allows students to fill in pertinent information. Students will read their text and take notes on the social classes of Ancient Egypt which will then be summarized in the pyramid activity. Students will also fill out a 3-2-1 graphic organizer as their exit ticket. Cooperative Learning: Evidence supports it to have a positive impact on overall learning. In this lesson, students will work in groups of 3-4 to complete the Webquest Worksheet. Setting Objectives and Providing Feedback: It is important to give students set objectives and to provide them with feedback often. In this lesson, the teacher will circulate throughout the map activity and the Webquest activity to check for understanding and completion. Bloom’s Taxonomy Benjamin Bloom’s Taxonomy is being emphasized in the lesson by the teacher asking more in depth questions. By asking these questions, the students are developing higher order thinking skills. Students will gain greater understanding of Ancient Egypt and it’s society.
References: List the references used in this lesson Rationale: http://www.fountainmagazine.com/Issue/detail/CONSTRUCTIVISM-in-Piaget-and-Vygotsky Common Misconceptions: http://www.history.com/news/history-lists/11-things-you-may-not-know-about-ancient-egypt FACTs: Keely, Page, and Cheryl Tobey Rose. Mathematics Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction and Learning. Thousand Oaks, CA: Corwin, 2011. Print. Pyramid directions: http://www.dltk-kids.com/world/egypt/origamipyramid.htm Set/Motivator: http://www.history.com/news/history-lists/11-things-you-may-not-know-about-ancient-egypt Theoretical Reasoning: Gardner, H. (2000), Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Book Dean, C., Hubbell, E., Pitler, H., & Stone, B. (2012). Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement, 2nd edition. ASCD McREL Bloom’s Taxonomy. (n.d). Retrieved from http:// www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm Webquest adapted from the following resource:
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http://www-tc.pbs.org/empires/egypt/pdf/lesson7_stud_guide.pdf
Reflections/Future Modifications: To what extent did the class learn what you intended them to learn? What will be your next steps instructionally? What did you learn about your students as learners? What have you learned about yourself as a teacher?
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9. Unfold all of the folds and lay paper flat. Trace folds on either side of the corner folds like below.
10. Divide each of the corner triangles into five parts.
11. On one triangle, list one social class per divided section. Another triangle will list the type of shelter each social class had, the other two will list facts that are found about the social classes. 12. Pinch the fold between each of the triangles to bring the triangles that are written on side by side.
13. On the inside of the pyramid, fold the corner tabs in and over any folds (two will have pieces folded into the middle, two will not). Tape the corner tabs down.
14. Stand the pyramid up, it’s all done!
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Ancient Egyptian Society Foldable
The following are examples from the 6th Grade Social Studies Textbook.
1. Priests, nobles, and other wealthy Egyptians a. The lived in elegant homes made of wood and mud blocks. b. They lived in cities and on large estates along the Nile River. c. Wealthy families had servants to wait on them and to perform household tasks. d. Men and women dressed in white linen clothes and wore heavy eye makeup and jewelry.
2. Traders, Artisans, Shopkeepers, and Scribes a. They lived in much smaller homes and dressed more simply. b. They produced cloth, jewelry, pottery, and metal goods.
3. Farmers and Herders a. They lived in villages along the Nile, in one-‐room huts with roofs made of palm leaves. b. Some rented their land from their ruler, paying him with a hefty portion of their crops. c. They had a simple diet of bread, beer, vegetables, and fruit.
4. Unskilled Workers a. They lived in crowded city neighborhoods, and lived in small mud-‐brick homes with hard-‐
packed dirt floors and a courtyard for the family’s animals b. On the flat rooftops, families talked, played games, and slept. c. Women worked on the rooftops, drying fruit, making bread, and weaving cloth.
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Revised Spring 2013
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WEB QUEST Names:__________________________________________________ Ancient Egyptian Geography Study Guide British Museum’s Web site [http://www.ancientegypt.co.uk/geography/explore/main.html] The Day in the Life [http://www.pbs.org/empires/egypt/special/lifeas/index.html] Natural Resources [http://www.pbs.org/empires/egypt/newkingdom/resources.html], Farming [http://www.pbs.org/empires/egypt/newkingdom/farming.html] Directions: Read each question below carefully. Using the maps available on the websites above, answer each question below using as much detail as possible. 1. What countries border modern-‐day Egypt? 2. Name the major bodies of water that surround and are a part of Egypt. 3. In what region of the world is Egypt located? 4. What is a delta, and why was the delta of the Nile important to ancient Egypt? 5. Where were the fertile lands in ancient Egypt located? 6. Discuss why the Nile River was so important to the ancient Egyptians by listing its various uses and the resources it provided. 7. Other: list other interesting things you learned about ancient Egypt’s geography and resources here.
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Get More at: www.pbs.org/empires/egypt 2006 Public Broadcasting Service All Rights Reserved
“Did you know?” cards
Cleopatra was not an Egyptian.
While Cleopatra was born in Alexandria, she was actually part of a long line of Greek Macedonians originally descended from Ptolemy I, one of Alexander the Great’s most trusted lieutenants. The Ptolemaic Dynasty ruled Egypt from 323 to 30 B.C., and most of its leaders remained largely Greek in their culture and sensibilities. In fact, Cleopatra was famous for being one of the first members of the Ptolemaic dynasty to actually speak the Egyptian language.
The ancient Egyptians forged one of the earliest peace
treaties on record.
For over two centuries the Egyptians fought against the Hittite Empire for control of lands in modern day Syria. With both the Egyptians and Hittites facing threats from other peoples, in 1259 B.C. Ramses II and the Hittite King Hattusili III negotiated a famous peace treaty. This agreement ended the conflict and decreed that the two kingdoms would aid each other in the event of an invasion by a third party. The Egyptian-‐Hittite treaty is now recognized as one of the earliest surviving peace accords.
Ancient Egyptians loved board games.
After a long day’s work along the Nile River, Egyptians often relaxed by playing board games. Several different games were played, including “Mehen” and “Dogs and Jackals,” but perhaps the most popular was a game of chance known as “Senet.” This pastime dates back as far as 3500 B.C. and was played on a long board painted with 30 squares. Each player had a set of pieces that were moved along the board according to rolls of dice or the throwing sticks. Paintings depict Queen Nefertari playing Senet, and pharaohs like Tutankhamen even had game boards buried with them in their tombs.
Egyptian women had a wide range of rights and freedoms.
Egyptian women could buy and sell property, serve on juries, make wills and even enter into legal contracts. Egyptian women did not typically work outside the home, but those who did usually received equal pay for doing the same jobs as men. Egyptian women also had the right to divorce and remarry. Egyptian couples were even known to negotiate an ancient prenuptial agreement. These contracts listed all the property and wealth the woman had brought into the marriage and guaranteed that she would be compensated for it in the event of a divorce.
Egyptian workers were known to organize labor strikes.
The most famous example came in the 12th century B.C. during the reign of the New Kingdom pharaoh Ramses III. When laborers engaged in building the royal necropolis at Deir el-‐Medina did not receive their usual payment of grain, they organized one of the first recorded strikes in history.
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The protest took the form of a sit-‐in: The workers simply entered nearby mortuary temples and refused to leave until their grievances were heard. The gamble worked, and the laborers were eventually given their overdue rations.
Egyptian pharaohs were often overweight.
The Egyptian diet of beer, wine, bread and honey was high in sugar, and studies show that it may have done a number on royal waistlines. Examinations of mummies have indicated that many Egyptian rulers were unhealthy and overweight, and even suffered from diabetes. A notable example is the legendary Queen Hatshepsut, who lived in the 15th century B.C. While her sarcophagus depicts her as slender and athletic, historians believe she was actually obese and balding.
The pyramids were not built by slaves.
Evidence suggests that the massive tombs were built not by slaves but by paid laborers. These ancient construction workers were a mix of skilled artisans and temporary hands, and some appear to have taken great pride in their craft. The idea that slaves built the pyramids at the crack of a whip was first conjured by the Greek historian Herodotus in the fifth century B.C., but most historians now dismiss it as myth. While the ancient Egyptians were certainly not averse to keeping slaves, they appear to have mostly used them as field hands and domestic servants.
King Tut may have been killed by a hippopotamus.
Some historians believe they know how King Tut died. Scans of the young King’s body show that he was embalmed without his heart or his chest wall. This drastic departure from traditional Egyptian burial practice suggests that he may have suffered a horrific injury prior to his death. According to a handful of Egyptologists, one of the most likely causes for this wound would have been a bite from a hippopotamus. Evidence indicates that the Egyptians hunted the beasts for sport, and statues found in King Tut’s tomb even depict him in the act of throwing a harpoon. If the boy pharaoh was indeed fond of stalking dangerous game, then his death might have been the result of a hunt gone wrong.
Some Egyptian doctors had specialized fields of study.
An ancient physician was usually a jack-‐of-‐all-‐trades, but evidence shows that Egyptian doctors sometimes focused on healing only one part of the human body. This early form of medical specialization was first noted in 450 B.C. by the traveler and historian Herodotus. Discussing Egyptian medicine, he wrote, “Each physician is a healer of one disease and no more…some of the eye, some of the teeth, some of what pertains to the belly.” These specialists even had specific names. Dentists were known as “doctors of the tooth.”
Egyptians kept many animals as pets.
The Egyptians saw animals as incarnations of the gods and were one of the first civilizations to keep household pets. Egyptians were particularly fond of cats, which were associated with the goddess Bastet, but they also had a reverence for hawks, ibises, dogs, lions and baboons. Many of these animals held a special place in the Egyptian home, and they were often mummified and buried with their owners after they died.
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Egyptians of both sexes wore makeup.
Both men and women were known to wear abundant amounts of makeup, which they believed gave them the protection of the gods Horus and Ra. Women would stain their cheeks with red paint, use henna to color their hands and fingernails, and both sexes wore perfumes made from oil, myrrh and cinnamon. The Egyptians believed their makeup had magical healing powers, and they weren’t entirely wrong: Research has shown that the lead-‐based cosmetics worn along the Nile actually helped stave off eye infections.