unit plan- description (all group members...

UNIT PLAN- DESCRIPTION (All group members)

Grade Level: 7 Theme for the Year: How do ancient civilizations compare to one another, and how have they influenced the development of society today?

Corresponding Textbook: Ancient Worlds (2000)

Unit Title & #: Unit 1: Ancient Egypt

Unit Critical Question: What was the most significant contribution of ancient Egypt to modern society?

Corresponding Chapter: Egypt: Gift of the Nile (Chapter 5)

Unit Goals: ● Use critical thinking skills in gathering information and evaluating sources ● Explore the importance of Egypt’s geographic characteristics ● Understand the advantages and disadvantages of the Egyptian social organization ● Understand aspects of Egyptian culture and how it relates to aspects of our culture today ● Compare and contrast ancient Egyptian society and modern society

Unit Rationale:

By thinking critically about sources of information and learning to acquire and synthesize content knowledge, students would be better equipped to engage in historical thinking. Through understanding ancient Egypt, students will gain broader understanding of human history and of how one civilization has made significant impacts on the development of our society today. Additionally, students will better understand the commonalities and differences among multiple groups of peoples, by comparing the culture, technology, and governance. As a result of their inquiry into ancient Egypt, students will be more aware and accepting of various cultures and backgrounds.

Unit Prescribed Learning Outcomes- This Unit Will Satisfy The Following PLOs:

Skills and Processes of Social Studies A1 Apply critical thinking skills – including comparing, classifying, inferring, imagining, verifying, using

analogies, identifying relationships, summarizing, and drawing conclusions – to a range of problems and issues A2 Use various types of graphs, tables, timelines, and maps to obtain or communicate information A3 Compile a body of information from a range of sources A4 Deliver a formal presentation on a selected issue or inquiry using two or more forms of

representation A5 defend a position on a contemporary or historical issue

Identity, Society, and culture B1 Analyse the concept of civilization as it applies to selected ancient cultures B2 Analyse social roles within one or more ancient civilizations B3 Identify influences and contributions of ancient societies to present-day cultures Governance C1 Describe the evolution and purpose of rules, laws, and government in ancient civilizations C2 Assess how ancient systems of laws and government have contributed to current Canadian political and legal

systems Economy and Technology D3 Compare ancient and modern communications media Human and Physical Environment E1 Assess how physical environments affected ancient civilizations

UNIT LESSONS OVERVIEW GRID

Lesson Title

Lesson Critical

Specific Objectives Methods/Activities Resources Assessment Strategies

Question

Lesson 1 (Nancy)

Where is Egypt? What was ancient Egypt like?

- Predict location, climate, main industries and natural resources of Ancient Egypt. - Use maps, textbooks to obtain information and answer factual questions about the geography, and natural resources of Ancient Egypt (A2). Priority goals: - Content knowledge

Introduction: - Look at ancient Egypt’s agriculture picture. Predict geography and natural resources. - Look at present day world map and identify Egypt’s location - bordering countries, surrounding bodies of water, the Nile river. - Research the effects of the Nile River on survival and growth - Scavenger Hunt questionnaire: Students to work in partners to answer factual information (using textbooks, maps, etc...)

- Wood/log - World map, map of Egypt - Scavenger hunt worksheets - Computers - Ancient Egypt textbook (2000)

- Accuracy of students’ predictions (diagnostic). - Written feedback on map (formative).

Lesson 2 (Lisa)

What is a social pyramid?

- Understand the significance of social organization within ancient Egyptian civilization and in Canada today (A1, B2, C2) - Understand why the social pyramid of ancient Egypt has diminished and how it has influenced our thinking on how countries should be run

-First, the six categories of the Pharaoh, nobles and military leaders, priests and scribes, craftspeople and merchants, peasant farmers and slaves will be described to them. -Then students will be divided into groups of 5-6. Each group will be given the six categories and in their groups, will have to organize them in order from what they have learned. - Then, we will have a class

- Ancient Worlds (2000) textbook

Presentation: - There are six different hierarchical levels of people on the pyramid - A clear description of why each group belongs where they are by comparing it to the Egyptian hierarchy - Each group member must have a speaking role

today (B3) Priority goals: - Content knowledge - Critical thinking

discussion, where each group will justify why each category belongs on the level that they selected. - Next, students will have to create and draw their own version of a social pyramid in Canadian, modern times. - The groups will then present their social pyramid to the class and explain the relationship between each category as they did with the Ancient Egyptian social pyramid.

- Students demonstrate an understanding of why the social pyramid was enforced in ancient Egypt and why it is not used in countries today

Lesson 3 (Lisa)

How would you change the social pyramid?

- Argue the advantages or disadvantages of a pharaoh’s rule (depending on what they were designated) despite their own beliefs and try to convince the rest of the students (A5) - Analyze how a pharaoh’s control affected the civilization of Egypt and why the role of a pharaoh has been

- Students will be divided into 6 groups and will have to make a chart of the advantages or disadvantages (economic, political and social). - Then each group will be designated as arguing for or against having the pharaoh as a ruler. The class will do a gallery walk to exchange ideas and then the class will be set up in a debate, while the teacher records their ideas on the board.

- Ancient Worlds (2000) textbook

Gallery Walk: - Each group contributes at least 1 point for each of the other 2 groups of their arguing side Debate: - Each group participates at least 2 or more strong, valid arguments.

extinguished (A1, C1) Priority goals: - Critical thinking - Content knowledge

- After the debate, each student will write a journal entry as to what side they would argue for and justify their response by referring back to the recorded ideas on the board.

Journal Entry: - Argues one clear perspective - Justifies it with at least 3 or more reasons (with one from each category: economic, political and social) - Makes at least one connection as to why they believe the role of the pharaoh was extinguished from their reasons - At least one-page

Lesson 4 (Julina)

Who were the Ancient Egyptian Gods and Goddesses?

- Recognize prominent Egyptian Gods/ Goddesses and identify: what they represent (such as: God of the sky), their mythology, their relationship to other Gods/Goddesses, and make inferences about them (likes) (A3, B1) Priority goals:

- Students will each choose an Egyptian God/Goddess to research and fill out a “fakebook profile” worksheet - Students will give a one minute summary of what they learned about their God/Goddess to the class

-Website: http://www.civilization.ca/cmc/exhibitions/civil/egypt/egcr02e.shtml -Ancient Worlds (2000) textbook - Modified fakebook template: http://freeology.

- Students will be assessed on the accuracy of their information about their chosen God/Goddess (who are they, what do they represent, what is their relationship to other Gods/Goddesses) and the student’s creative and thoughtful inferences about their

- Information gathering and reporting

com/wp-content/files/facebookmypage-thumb.png

chosen god/goddess (such as: likes)

Lesson 5 (Julina)

Is plastination a modern day form of mummification?

- Identify the different aspects of mummification: procedure and materials, religion/beliefs (afterlife), the ceremony/traditions and who was mummified (B1) - Use the information they have learned about mummification and plastination to debate their answer to the critical question: is plastination a modern day form of mummification? (A5) (B3) Priority goals: Critical thinking Content knowledge Information gathering and reporting

- Introduction: show youtube clip: “BODY WORLDS” by Gunther von Haggens” - Ask students “is plastination a modern day form of mummification? - Using two websites as sources students fill out a Venn diagram (what is mummification?/what is plastination?) - Classroom is divided into two, students debate critical question. - Students can switch sides throughout debate

- video: http://www.youtube.com/watch?v=w7imTotlzsk - websites: http://www.bodyworlds.com/en/plastination/idea_plastination.html http://www.civilization.ca/cmc/exhibitions/civil/egypt/egcr06e.shtml -computers -Ancient Worlds (2000) textbook

Understanding of topic: - students are assessed on the quantity and quality of similarities and differences found between mummification and plastination Participation during Debate: - Active engagement during the debate - Thoughtful contributions to the class debate (at least one strong argument)

Lesson 6 (Betty)

How was makeup and jewelry

- Make observations and inferences from pictures of makeup and jewelry

- Students will be divided into cooperative learning groups, and each group will be given one

- Pictures of Egyptian makeup and

Observations and Inferences: - Students will be

indicative of social status in ancient Egypt?

worn by Egyptians, such as kohl, amulets, diadems, pendants (B1) - Explain how makeup and jewelry was used to indicate social status (B2) - Evaluate the accuracy of sources of information (A3) Priority goals: - Content knowledge - Critical thinking

picture related to Egyptian makeup and jewelry - Students will be asked to make individual observations and inferences about the makeup and jewelry (Who, What, When, Where, Why), as well as discuss their ideas as a group - Based on their observations and inferences, students will then conduct further research related to their picture and document the sources of information - Using the C.R.A.A.P. Test for currency, reliability, accuracy, authority, and purpose of sources, students will evaluate at least 2 sources that they use for the sources’ credibility - From the information that they discover, students will be asked to write a paragraph containing at least 5 facts about their picture, and indicating how the makeup or jewelry shown in their picture is related to social status - A random student from each group will be chosen to present to the class a short (1-2 minute)

jewelry - Copies of the C.R.A.A.P. Test (Currency, Reliability, Accuracy, Authority, Purpose)

assessed on how well they provided evidence for their inferences Paragraphs: - Students will be assessed on the factual accuracy of their research and on the inclusion of at least 5 facts to support their argument about how makeup and jewelry indicates social status - Students will also be assessed on the accurate completion of the C.R.A.A.P. test for 2 sources they used

talk about their picture and research

Lesson 7 (Sandra)

Why were pyramids important to the people of Ancient Egypt and how were they constructed?

- Understand why pyramids were built (B3) - Gain a preliminary understanding of scale and size of pyramids (content knowledge). - Investigate and then demonstrate models of possible construction methods used in pyramids using simple objects through (group/cooperative learning). Priority goals: - Critical thinking - Content knowledge - Personal and social values

- Students will be introduced to pyramids through an interactive video class presentation showing the Khufu Pyramid. - Divide students in groups. Give each group the building material of choice and instruct them to build a pyramid using only the materials provided. Explain to students that they will have five to ten minutes to build their structure. Stress that the pyramid can be built only from the materials provided, and it must be able to stand on its own. As students work, visit each group to see what types of problems they are encountering and what type types of strategies they are using to construct their pyramids. 2. After each group has finished building their structure, have them work together to answer questions such as: • Was your group able to build a

pyramid successfully from the materials provided?

• What challenges did your group face when constructing the pyramid?

website: pbs.org/wgbh/nova/ancient/explore-ancient-egypt.html Textbook, Ancient Worlds, Outlook 7, p. 102 Building material for the construction of pyramids. Students could use any of the following: sugar cubes, Legos, wooden or plastic blocks or cubes, or any material of your choice.

- Students will complete an anecdotal record of student participation in group work; teacher evaluation of simple pyramids based on checklist (attached); willingness to contribute to class discussion following completion of activity or (Alternately), a written summary paragraph about the architecture that the Egyptians used.

• What strategies did your group use to build the pyramid?

• If you could have had two additional items to use for creating your pyramid, what would they have been and how would they have helped you?

- Students will present/demonstrate their findings to the class. Continue the lesson by explaining to students that some of the greatest architects and builders in the world were the ancient Egyptians. Stress that while they may be best known for constructing pyramids, the ancient Egyptians actually built many other great structures as well. View the video clips Episode 1: Hatshepsut's Obelisks [watch clip, duration 1:21] and Episode 3: Ramesses' Building Program [watch clip, duration 2:59] to introduce students to the great obelisks commissioned by Hatshepsut and the great temples and pyramids built during the reign of Ramesses II.

Lesson 8 (Sandra)

How can we gain an understanding of Ancient Egyptian society through examination of artifacts and writings that contain hieroglyphics

- Understand that the Egyptian hieroglyphic writing system consists of several hundred picture signs representing both sounds (phonograms) and signs for whole words or concepts (ideograms). (B3, D3) - Interpret meanings from examining hieroglyphic examples created by others. - Understand how the Ancient Egyptian system of writing was used and how it has contributed to our understanding of the lives of the people during that time. Priority goals: - Content knowledge - Personal and social values

- Students will be divided into pairs. Each pair will receive a handout on Ancient Egyptian Hieroglyphics and one sentence created by the teacher. The pairs will cooperatively decipher the sentence and then share with class. - Each student will receive a small card with a different hieroglyphic symbol on it, which they will reproduce on a large 8-1/2 x 11” paper. They will present their symbol’s meaning and sound to the class. - They will then play a class game where words are called out, and they quickly go to front of class to represent it with their created 8-1/2x11” cards. Display glyphs throughout classroom following activity. - If there is additional time, students may create their names on computers using a hieroglyphic typewriter, at website, www.eyelid.co.uk/hieroglyphic-typewriter.html

Materials: hieroglyphic sheet sample, individual glyphs on small cards, sheets of paper and pens.

- Record messages that they decipher - Create a large size letter for game - Active participation in class game activity. - Students will demonstrate how they can decipher simple messages from hieroglyphics, through their participation and presentation in decoding and game-playing.

Lesson 9 (Nancy)

How has ancient Egypt influenced Canadian society?

- Compare similarities, differences, and influences of ancient Egypt’s writing/number system, social hierarchy, economy, physical environment, natural resources, and technology to that of Canadian society (A1). - Identify one major invention from ancient Egypt and indicate its contributions to present day society. Explain how this invention has evolved, has been replaced by a new invention or is no longer in use (D3). Priority goals: - Critical thinking - Personal and social values

- From previous lessons, briefly review ancient Egypt’s writing/ number system, social hierarchy, economy, physical environment and technology. Find similarities and differences from ancient to modern times. - Compare and contrast major influences on present day: architecture, time, arithmetic, and communication media. Look at their origin and evolution. For example: Papyrus: how long would it have taken to send a message to someone in ancient times? Would the message be guaranteed to reach their targeted audience? Activity: In groups, students will pick one influence of ancient Egypt on modern times. Briefly, students will present the influence to the class, including its origin and their thoughts on its evolution over time (no formal research to be done). This activity is to prepare the students for their individual research project.

- Textbook - Computer - Poster paper - Timeline

- Each student will choose one major invention from ancient Egypt (refer to technology lesson). - Students will create either a poster, a model, or a digital presentation explaining: a) their chosen invention b) time in history c) the importance of this invention in ancient times d) the effect of this invention on modern times e) describe connections to Canadian society

Lesson 10

(Betty)

What would you experience if you went back in time to ancient Egypt?

- Summarize and depict what they have learned about ancient Egyptian culture (eg. geographic setting of the Nile, governance by the Pharoah, range of social roles from slaves to scribes to military leaders, Egyptian deities, mummification ritual, pyramid construction) through constructing a comic (A1) Priority goals: - Information gathering and reporting - Content knowledge

- Students will view several examples of comics about ancient Egypt, and discuss their factual accuracy, and how they relate to Egyptian culture, governance, and technology - Students will have the opportunity to create their own comics, about the most significant aspects of their experience if they were transported back in time to ancient Egypt - The criteria for quality comics will be discussed - Students will be given class time to work on their comics

- Examples of comics about ancient Egypt http://www.cartoonistgroup.com/store/add.php?iid=84546 http://www.cartoonistgroup.com/store/add.php?iid=10956 - Criteria for evaluation of Egyptian Comic (factual accuracy of characters, setting, clothing, technology, social hierarchy, etc.; justification for why the facts they included are significant; coherent storyline)

- Comic contains at least 2 significant facts about each of the areas of Egyptian culture, governance, and technology - Factual accuracy of characters, setting, clothing, technology, social hierarchy, etc. in the comic - Written justification for why the facts that students chose were significant - Coherent storyline

Resources

Brodigan, J. (2005). Egypt: A land of firsts [PDF document]. Retrieved from Online Web site:

http://outreachworld.org/Files/u_texas/egypt_a_land_of_firsts.pdf

Website: http://pbs.org/wgbh/nova/ancient/explore-ancient-egypt.html Malam, J. (2008). 100 things you should know about pyramids. Pennsylvania, Mason Crest Publishers Inc. 22-23 Website: http://www.eyelid.co.uk/hieroglyphic-typewriter.html Toutant, A.A. and Doyle, S. (2000). Ancient worlds. Don Mills, Ont.; Oxford University Press. 102. Website: http://teacher.scholastic.com/lessonrepro/lessonplans/theme/egypt02.html

LESSON PLAN #1 (Nancy) Subject: Ancient Egypt Grade: 7 Total time: 65 mins.

Topic of Lesson: Physical Environment – Geographic Thinking

Link to Curriculum

SWBAT: • A2 Use various types of graphs, tables, timelines, and maps to obtain or communicate information (p. 39) • E1 Assess how physical environments affected ancient civilizations (p. 44)

Lesson Objectives How will students demonstrate learning? (Specific to this lesson)

SWBAT: • Predict landscapes, people, environment and natural resources of Ancient Egypt. • Use maps, textbooks, and Internet resources to obtain information and answer factual questions about the geography,

and natural resources of Ancient Egypt.

Prior Knowledge • Basic mapping skills • Current events around the world

Materials Piece of wood/log, picture of ancient Egypt’s agriculture, world map, ancient Egypt map, ancient Egypt scavenger hunt worksheets, computers, Ancient World (2000) textbooks, paper, pencils.

Time (mins)

What the teacher says/does What the students do Materials

5

Hook/Opening Show the students a piece of wood-log: “What is special about this log?” “Do any of you know the important of this piece of wood to B.C.’s economy?” “Do you know other natural resources of B.C.?”

Hook/Opening Sitting at their desks; engaging in discussion.

- Piece of wood-log

10

Pre-activity Show students the picture of ancient Egypt’s agriculture: “Looking at the picture, what do you think ancient Egypt’s geography was like?” “What animals do you see?” “What was the climate?” “What sort of work are the ancient Egyptians doing?”

Pre-activity Working in pairs/groups, students are actively engaged; Contributing to class discussion

- Picture of ancient Egypt’s agriculture

45

Activity 1. Scavenger hunt: “Working in partners, use resources in the classroom (textbook, world map, Internet) to fill in the scavenger hunt questionnaire.” 2. Map on Egypt/Africa to communicate information.

Activity 1. Working in partners, researching and answering questions. 2. Researching with computers and textbook; making notes.

- Ancient Civilizations textbook (2000) - Computers (websites): http://www.ancientegypt.co.uk/ geography/explore/main.html http://www.pbs.org/empires/ egypt/special/lifeas/index.html http://www.pbs.org/empires/ egypt/newkingdom/resources.html http://www.pbs.org/empires/ egypt/newkingdom/farming.html

5 Post-activity Lead discussion: “Would you like to have lived in ancient Egypt? Why or why not?” “What would you miss from today’s world?”

Post-activity Sitting at desks; engaging in discussion.

Assessment for / of Learning

Assessment for learning: Diagnostic: Observe accuracy of students’ predictions of ancient Egypt’s geographic and natural resources. Formative: Provide written feedback on scavenger hunt. If required, direct students towards resources for accurate information. Assessment of learning: Summative: Letter to a Pharaoh (see attached rubric).

Extensions/ Extra challenge

Journal entry: Students complete one written page in their journal. Their entry should include a description of what they learned about the effects of the Nile River on ancient Egypt. Include drawing about what they imagine life was like.

Modification Adaptations Extra support

Provide students with step-by-step instruction on the board (focus questions for letter to Pharaoh). Add main/key words to word wall. One on one support to ensure understanding of letter writing. Assist student with research on the effect of the Nile River. Option to have student explain in his or her own words (orally) to the teacher.

Plan B Back-up Plan

Have additional textbooks, magazines, and encyclopedias on ancient Egypt from the library (instead of using computers). This lesson can also be split into 2 days depending on time.

Ancient Egypt agriculture picture 13-02-04 10:33 PMagriculture.jpg 960×568 pixels

Page 1 of 1http://sourcedocs.tc2.ca/uploads/images/Gallery/Picture%20Sets/Ancient%20Egypt/Daily%20life/agriculture.jpg

Name:_____________________________ Date: _____________________________

Ancient Egypt Scavenger Hunt (Questions adapted from http://www.pbs.org/empires/egypt/pdf/lesson7_stud_guide.pdf)

1. What continent of the world is Egypt located?

2. Name 3 countries that border modern-day Egypt.

3. Name 2 seas surrounding Egypt.

4. Where did the ancient Egyptians typically live?

5. What benefits/importance did the longest river in the world have on ancient Egypt?

6. List typical crops grown by ancient Egyptians.

7. Was it easy for these crops to grow? Explain why or why not?

8. Name 3 other natural resources. Describe their importance.

Name:_____________________________ Date: _____________________________

Letter to Pharoah Rubric

Exceeds Expectations (A) Meeting Expectations (C+) Approaching Expectations (C-) Ideas

Communicates relevant information appropriately and effectively to the intended audience. Includes accurate information on ancient Egypt’s: - location - the effects/benefits of the Nile River - description of land (crops and fertility) - typical supplies - identifies at least two other benefits (ie. natural resources)

Communicates relevant information appropriately to the intended audience most of the time.

Communicates irrelevant information, and communicates inappropriately to the intended audience.

Organization Excellent formatting and very well organized information.

Appropriate formatting and well-organized information.

Format and organization are confusing to the reader.

Visual aids 3+ visual aids/pictures are relevant to information. Help strenghten message.

Included 1-2 relevant visual aid/picture.

Visual aids/pictures are irrelevant to text.

References

Case, R. Ancient Egypt. Retrieved February 2, 2013 from The Critical Thinking2 Consortium website,

http://sourcedocs.tc2.ca/picture-sets/topics1/ancient-egypt/daily-life.html

Egypt’s Golden Empire. (n.d.). Retrieved February 2, 2013, from Public Broadcasting Services website,

http://www.pbs.org/empires/egypt/pdf/lesson7_stud_guide.pdf

Social Studies Rubrics. (n.d.). Retrieved February 5, 2013, from Rubrics 4 Teachers website,

http://www.readwritethink.org/files/resources/lesson_images/lesson961/Rubric.pdf

LESSON PLAN #2 (Lisa)

Subject: Ancient Egypt Grade: 7 Total time: 60 mins.

Topic of Lesson: How would you change the social pyramid?

Link to Curriculum

SWBAT: A1 Apply critical thinking skills – including comparing, classifying, inferring, imagining, verifying, using analogies, identifying

relationships, summarizing, and drawing conclusions – to a range of problems and issues (P.30) A5 defend a position on a contemporary or historical issue (P.30) C1 Describe the evolution and purpose of rules, laws, and government in ancient civilizations (P.30) C2 Assess how ancient systems of laws and government have contributed to current Canadian political and legal systems (P.30)


SWBAT: - Argue the advantages or disadvantages of a pharaoh’s rule (depending on what they were designated) despite their own beliefs and try to convince the rest of the students - Analyze how a pharaoh’s control affected the civilization of Egypt and why the role of a pharaoh has been extinguished

Prior Knowledge

Students will know the social organization of Ancient Egypt and understand why each group of people belongs to their corresponding level. They will also have a general knowledge of Canadian political and legal systems from the previous lesson.

Materials Ancient Worlds (2000) textbook Chart paper Different coloured markers

Time (mins)


5-8

Hook/Opening Introduce and give a brief description of Ramses II. Then ask students why they think he is considered the greatest of all the pharaohs. Write suggestions given by students on the board under categories of economic, political and social. Describe his accomplishments and ask students what categories they would place them under.

Hook/Opening Listen to description. Suggest reasons as to why they think he was the greatest pharaoh. Volunteer responses.

8-12

Pre-activity Divide students into six even groups. Each group will be given one of the three categories and will have to make a chart of the advantages or disadvantages of living under a pharaoh’s control. (E.g. economic advantages, political advantages, social advantages, etc.)

Pre-activity Assign a reporter to write down their arguments. Brainstorm as many advantages or disadvantages as they can for their assigned category. Make connections to Canadian political and legal systems.

Chart paper Markers Ancient Worlds (2000) Textbook

20-25

Activity Instruct students to do a gallery walk within the three categories of their arguing side. Administer the debate by giving each group a chance to speak and argue against opposing groups. Record their ideas on the board.

Activity Write any points for their fellow peers on their chart paper that they have not thought of. Return back to their category groups and read over the additional arguments that the other students suggested. Choose a speaker for their group. Role-play in a debate.

10-15

Post-activity Debrief with students and ask whether they have changed their initial perspective on a pharaoh’s rule after the debate. Clarify any confusion. Have students write a journal entry as to what side they would argue for and justify their response by referring back to the recorded ideas on the board and any other ideas they have that were not mentioned during the debate.

Post-activity Discuss if their initial perspective was changed after the debate. Ask questions. Reflect on which side they strongly believe in and make at least one connection to Canadian political or legal systems.


Gallery Walk: - Each group contributes at least 1 point for each of the other 2 groups of their arguing side Debate: - Each group participates at least 2 or more strong, valid arguments Journal Entry: - Argues one clear perspective - Justifies it with at least 3 or more reasons (with one from each category: economic, political and social) - Makes at least one connection as to why they believe the role of the pharaoh was extinguished from their reasons - At least one-page


Students can extend their journal entry by discussing points that were not made during the debate. They are encouraged to compare and contrast the social organization to Canadian political or legal systems and make more than one connection to their argument.

Adaptations Extra support

If students are having a difficult time brainstorming arguments, give them a handout that lays out what sort of topics they could discuss in their categories with prompting questions. (E.g. political – How are laws passed? Do people have the right to vote? How does it differ from the Canadian political and legal system?) If students are having a difficult time expressing their thoughts in their journal entry, provide them with a handout that provides them with sentence starters. (E.g. I think…, I believe…, I understand now…because, etc.)

Plan B Back-up Plan

If debate takes longer than planned, journal entry can be assigned for homework.

LESSON PLAN # 3 (Julina)

Subject: Ancient Egyptian culture Grade: 7 Total time: 60 mins.

Topic of Lesson: Is plastination a modern day form of mummification?

Link to Curriculum SWBAT: A5: defend a position on a contemporary or historical issue (p. 30) B1: analyze the concept of civilization as it applies to selected ancient cultures (p. 30) B3: identify influences and contributions of ancient societies to present-day cultures (p. 30)


SWBAT: -Identify the different aspects of mummification: procedure and materials, religion/beliefs (afterlife), the ceremony/traditions and who was mummified. -Use the information they have learned about mummification and plastination to debate their answer to the critical question: is plastination a modern day form of mummification?

Prior Knowledge Introductory lessons about Ancient Egyptian governance, religion/mythology, and geography.

Materials Projector (or smart board), Venn Diagram for each student (labeled on the left: what is mummification? labeled on the right: what is plastination?), masking tape, computers/I pads (access to internet), Ancient Worlds (2000) textbook, chart paper, markers

Time (mins.)


5

Hook/Opening -Show YouTube clip: http://www.youtube.com/watch?v=w7imTotlzsk “BODY WORLDS” by Gunther von Haggens (2:07 min) -Ask class: Is plastination the modern day form of mummification?

Hook/Opening -Watch YouTube clip -Think about question

-Computer -projector or smart board to show YouTube clip

30 Pre-activity -Explain that the students will be using two different websites and their textbook to learn about plastination and mummification. -They must find similarities and key differences between the two (hint: religion, purpose) -Fill out a Venn diagram with similarities and differences between mummification and plastination -Web resources: http://www.bodyworlds.com/en/plastination/idea_plastination.html http://www.civilization.ca/cmc/exhibitions/civil/egypt/egcr06e.shtml

Pre-activity -Students use the resources provided (websites and textbook) to research the differences and similarities between plastination and mummification -Record similarities and differences on a Venn diagram (each student fills out their own) -Web resources: http://www.bodyworlds.com/en/plastination/idea_plastination.html http://www.civilization.ca/cmc/exhibitions/civil/egypt/egcr06e.shtml

-Computers or I pads (with access to internet) -Ancient Worlds (2000) textbook -Venn diagram worksheets

15 Activity -Use masking tape to create a line dividing the classroom in two. -Tell students who believe that plastination is a modern form of mummification to go on one side and the students who believe that it is not to go on the other side. -Ask students from either side to start and give one piece of evidence to support their opinion. -Allow students to switch sides/opinions throughout the debate.

Activity -Students from each side of the class take turns offering evidence that shows why or why not plastination is the modern form of mummification. -Students can move from side to side throughout the debate.

-Masking tape

10 Post-activity -Conclude the activity by having students return to their desks and ask them what they learned about mummification. -Write Mummification in the middle of a piece of chart paper and create a web with information that students provide -Post this web on the classroom wall for reference during the remainder of the Ancient Egypt unit

Post-activity -Students return to their desks. -Students offer information that they learned about mummification.

-Chart paper -Markers


Venn Diagrams are collected and students are assessed on the quality and quantity of thoughtful similarities and differences found, using a rubric. Students will also be assessed on their participation during the class debate using a checklist: each student should contribute at least one strong argument. However, students who do not feel comfortable sharing their evidence during the debate may write out their argument and submit it that way.


Assign students a side and they have to debate from that side even if they do not believe it.


-Provide guiding topics on Venn Diagram and during debate to help students see the similarities and differences, such as: religion, materials, purpose. -Students who do not feel comfortable sharing their argument during the debate can write it out and submit it.

Plan B Back-up Plan

-If there is no access to computers have print outs of web pages so students can use paper copies to research plastination and mummification -Students can go onto Discovery Kids website and play the “mummy maker” game. After playing, students can read about mummification in their textbook and discuss, as a class, if the information in the game was accurate. -Mummy Maker game: http://learni.st/learnings/84082-discovery-kids-games-mummy-maker

Name: __________________________________ Date: _______________________________________

Name: _____________________________________ Date: _______________________________________ Venn diagram

NOT YET WITHIN EXPECTATIONS

MINIMALLY MEETS EXPECTATIONS

FULLY MEETS EXPECTATIONS

EXCEEDS EXPECTATIONS

1-2 basic differences, and 1 similarity

3-4 basic differences and 2 similarities

5-6 thoughtful differences and 3

similarities

7+ thoughtful and insightful differences

and 4+ similarities

Debate Participation Checklist Active engagement during the debate:

o Listens attentively o Offers at least one strong rebutting argument (oral or written) o Appears to value other opinions o Enthusiastic

References

Canadian Museum of Civilization. (2010). Mysteries of Egypt: Mummification. Retrieved February 2, 2012, from

http://www.civilization.ca/cmc/exhibitions/civil/egypt/egcr06e.shtml .DocStoc. Venn diagram Template. Retrieved February 2, 2013, from

http://www.docstoc.com/docs/16986030/Venn-Diagram-Template---DOC Gunther Von Hagens’ Body World. (2006). The Idea behind Plastination. Retrieved February 2, 2013, from

http://www.bodyworlds.com/en/plastination/idea_plastination.html YouTube. (2008). Body Worlds by Gunther von Haggens. Retrieved February 2, 2012, from

http://www.youtube.com/watch?v=w7imTotlzsk

LESSON PLAN (Sandra) Subject: Social Studies – Egypt Unit Grade: 7 Total time: 120 mins.

Over 2-1/2 lesson blocks. May extend project if needed.

Topic of Lesson: How was it possible for people to build the pyramids in Ancient Egypt?

Link to Curriculum

SWBAT: Identify specific examples of influences and contributions from Ancient cultures (architecture) and understand how and why the pyramids were built (B3)


SWBAT: - Gain a preliminary understanding of scale and size of pyramids (content knowledge) - Investigate and then demonstrate models of possible construction methods used in transporting and compiling vast quantities of materials into a pyramid using simple machines (group/cooperative learning)

Prior Knowledge - Introductory lessons to Ancient Egypt Unit, and knowledge of how to use classroom digital camera.

Materials Laptop and connector, digital camera, 15 bricks (3 per student group), misc. building materials, tape, Sharpie black pens, scissors

Time (mins)


15 min.

Hook/Opening The Khufu Pyramid was also known as the Great Pyramid of Khufu at Giza, Egypt. It is 756 feet long on each side, 450 feet high and is composed of 2,300,000 blocks of stone, each averaging 2 1/2 tons in weight. Despite the makers' limited surveying tools, no side is more than 8 inches different in length than another, and the whole structure is perfectly oriented to the points of the compass. Even in the 19th century, it was the tallest building in the world and, at the age of 4,500 years, it is the only one of the famous "Seven Wonders of the Ancient World" that still stands. Even today it remains the most massive building on Earth. It is the Great Pyramid of Khufu, at Giza, Egypt.

Hook/Opening Students will be (quickly) introduced to pyramids through an interactive video class presentation and will be invited to participate in a very brief conversation while being walked through the interactive video. Pbs.org/wgbh/nova/ancient/explore-ancient-egypt.html.

Laptop or iPad and connector to class projector.

10 min.

Pre-activity - Show sample of limestone. Discuss how large one stone weighing 2.5 tons would be (equivalent to 3 cars, or 2 pickup trucks, etc.). Begin student thinking around how Ancient Egyptians might have transported 2.3 million blocks of stone, over a period of 20 years. Talk about the distance from the stone quarries along the Nile to the building sites.

Pre-activity Divide students into groups of 5 to 6. Give students time to select some materials to build simple machines.

Photos of pulleys, boats, scaffolding, ramps, simple hand tools, etc.

30 30

Activity - Teacher monitors student group work. Day 2 – Group work resumes. Teacher continues to supervise and circulate student-led initiatives. Teacher will upload photos from student work for record and assessment.

Activity - Divide students in groups. Give each group the building material of choice and instruct them to build a pyramid using only the materials provided. Explain to students that they will have five to ten minutes to build their structure. Stress that the pyramid can be built only from the materials provided, and it must be able to stand on its own. As students work, visit each group to see what types of problems they are encountering and what type types of strategies they are using to construct their pyramids. 2. After each group has finished building their structure, have them work together to answer questions such as: • Was your group able to build a pyramid

successfully from the materials provided?

• What challenges did your group face when constructing the pyramid?

• What strategies did your group use to build the pyramid?

• If you could have had two additional items to use for creating your pyramid, what would they have been and how would they have helped you?

- Students will present/demonstrate their findings to the class. Continue the lesson by explaining to students that some of the greatest architects and builders in the world were the ancient Egyptians. Stress that while they may be best known for constructing pyramids, the ancient Egyptians actually built many other great structures as well. View the video clips Episode 1: Hatshepsut's Obelisks [watch clip, duration 1:21] and Episode 3:

-Sheets of newsprint, and the various building materials, bricks, dowels, string, cardboard, etc. Digital camera charged, and connector cord.

45

Post-activity Teacher has students in groups A set up for gallery walk, and groups B take “field notes” on each group invention.

Post-activity Students will present their pyramids through a gallery walk to their classmates for 10-12 minutes, and then switch. During observation, students will jot down notes about each invention.

Each pyramid will be displayed on cardboard base, while students interact. A student “observation” sheet will be filled out for each invention on the gallery walk.


- Anecdotal record of student participation in group work (checklist), teacher evaluation of simple pyramids based on checklist, participation in gallery walk through notes on “field observation sheets”, willingness to contribute to class discussion following completion of activity or, written summary paragraph about possible construction methods that the Egyptians might have used.


- Team leaders within the groups will be identified to guide building activities and facilitate individual participation. LST support will be provided to demonstrate key vocabulary (if needed).

Plan B Back-up Plan

- If materials are unavailable for prescribed activity, students can go to computer lab, and individually participate on the interactive website above and develop a small research presentation about pyramid construction or about the objects found within the pyramids. Pbs.org/wgbh/nova/ancient/explore-ancient-egypt.html.

Resources

Website: http://pbs.org/wgbh/nova/ancient/explore-ancient-egypt.html Malam, J. (2008). 100 things you should know about pyramids. Pennsylvania, Mason Crest Publishers Inc. 22-23

LESSON PLAN # 5 (Betty) Subject: Social Studies Grade: 7 Total time: 60 mins.

Topic of Lesson: Creating a comic about ancient Egypt

Link to Curriculum

SWBAT: - A1 Apply critical thinking skills – including comparing, classifying, inferring, imagining, verifying, using analogies, identifying relationships, summarizing, and drawing conclusions – to a range of problems and issues (p. 81)


SWBAT: - Summarize and depict what they have learned about ancient Egyptian culture (eg. geographic setting of the Nile, governance by the Pharoah, range of social roles from slaves to scribes to military leaders, Egyptian deities, mummification ritual, pyramid construction) through constructing a comic

Prior Knowledge - Knowledge about ancient Egyptian culture through previous lessons (eg. geographic setting of the Nile, governance by the Pharoah, range of social roles from slaves to scribes to military leaders, Egyptian deities, mummification ritual, pyramid construction) - Knowledge about comic conventions (eg. speech bubbles, thought clouds)

Materials - Comic planning sheet - Comic assignment rating scale - Blank paper

Time (mins)


5

Hook/Opening - Show students examples of comics about ancient Egypt http://www.cartoonistgroup.com/store/add.php?iid=10956 http://www.cartoonistgroup.com/store/add.php?iid=84546 - Ask students to point out accurate and/or inaccurate facts depicted through the comics

Hook/Opening - Observe and discuss about factual accuracies and/or inaccuracies in the comics

15 Pre-activity - Outline the assignment to the students: they will be creating their own comics about what they would experience if they were transported back to ancient Egypt; they will need to include aspects about Egyptian culture, governance, and technology into the comic; they will also need to write a paragraph outlining the aspects of their comic that satisfy the criteria - Discuss criteria with students and show them the rating scale to be used - Brainstorm with the class what they could draw about - Ask students to begin by writing down their ideas on the comic planning sheet

Pre-activity - Listen and ask any questions - Brainstorm ideas for the comic and facts about ancient Egypt that could be visually included in the comic

- Comic assignment rating scale - Comic planning sheet

35 Activity - Circulate the class and help students generate ideas if necessary - Show students possible templates for drawing their comics http://www.skybluepink.com/images/comicpages.gif

Activity - Plan for their comic on the planning sheet - Begin drawing their comic

- Comic planning sheet - Blank paper

5 Post-activity - Give general pointers to the class based on observations of students’ planning sheets and comics (eg. remember to double check that the comic satisfies the criteria, think carefully about what you draw instead of resorting to stereotypes about how ancient Egyptians look and act)

Post-activity - Ask any questions they have


Assessment for learning: - Give students feedback on whether their comic planning sheet appears to satisfy the criteria for the comic Assessment of learning: - Use the Comic assignment rating scale to evaluate students’ comics and paragraphs


- Draw the comic and use a digital tool (eg. Pixlr) to color it


- Begin the comic for the student by writing in the first one or two panels - Use verbal prompts to elicit ideas from the student - Provide comic template

Plan B Back-up Plan

- Bring printed copies of the example comics in case the computer/projector does not work - Students can continue working on the comic during next class, as they probably will not finish it in one class

Comic Planning Sheet Example Panel

Description of scene

A desert scene with 3 pyramids in the distance. A peasant is hard at work carrying water toward his plot of farmland. While walking, he yells to another farmer in the distance.

Speech of characters

“It’s so dry this year, it seems like even the Nile is drying up!”

Panel 1 Description of scene







Does your comic include:

€ 2 facts about Egyptian culture € 2 facts about Egyptian governance € 2 facts about Egyptian technology

Comic Assignment Rating Scale Name_____________________________________ Date ____________________ I C- C C+ B A COMMENTS CONTENT OF COMICS The comic is factually accurate in its depiction of characters, setting, clothing, technology, and social hierarchy

Not really Sometimes Definitely

The comic has a coherent storyline Not really

Sometimes

Definitely

EXPLANATION OF COMIC

The written paragraph accurately describes how aspects of the comic is related to different aspects of Egyptian culture, governance, and technology

Not really Sometimes

Definitely

unit plan- description (all group members...

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