Sixth Grade Social Studies
Module 4: "Kingdoms of the Nile"
Module 4: "Kingdoms of the Nile"
Please note: The dates regarding homework and classwork are subject to change. Please check the website each day.
Please see the Homepage for a detailed explanation of procedures and expectations.
Please see the Homepage for a detailed explanation of procedures and expectations.
- "Essential Question: In this chapter you will learn about two great Civilizations that developed along the Nile River- Egypt and Kush.
- What you will learn:
- Section 1: Geography and Ancient Egypt
- The Big Idea: The water, fertile soils, and protected setting of the Nile Valley allowed a great civilization to arise in Egypt around 3200 BC.
- Section 2: The Old Kingdom
- The Big Idea: Egyptian government and religion were closely connected during the Old kingdom.
- Section 3: The Middle and New Kingdoms
- The Big Idea: During the Middle and New Kingdoms, order and greatness were resorted in Egypt.
- Section 4: Egyptian Achievements
- The Big Idea: The Egyptians made lasting achievements in writing, architecture, and art.
- Section 4: Ancient Kush
- The Big Idea: The Kingdom of Kush, which arose south of Egypt in a land called Nubia, developed an advanced civilization with a large trading network.
Standards:
- CC.SS.6.1c The physical environment influences human population distribution, land use, economic activities, and political connections.
- CC.SS.6.2a Human populations that settled along rivers, in rainforests, along coastlines, in deserts, and in mountains made use of the resources and the environment around them in developing distinct ways of life.
- CC.SS.6.3c Mesopotamia, Yellow River valley, Indus River valley, and Nile River valley complex societies and civilizations adapted to and modified their environment to meet the needs of their population.
- CC.SS.6.3c Mesopotamia, Yellow River valley, Indus River valley, and Nile River valley complex societies and civilizations adapted to and modified their environment to meet the needs
Are you ready, Scio Tigers?
To view many amazing videos and resources:
1) Go to CABOCES Insignia Log In: https://caboces.insigniails.com/Library/Login
2) Log in with your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to https://caboces.insigniails.com/Library/Login, you can click on to LEARN360, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, and BrainPop, you can then click on the highlighted links found in the lessons.
6) To log onto Discovery Education Streaming, click on to the Discovery Education Streaming icon. Your login information is in your agenda.
To view many amazing videos and resources:
1) Go to CABOCES Insignia Log In: https://caboces.insigniails.com/Library/Login
2) Log in with your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to https://caboces.insigniails.com/Library/Login, you can click on to LEARN360, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, and BrainPop, you can then click on the highlighted links found in the lessons.
6) To log onto Discovery Education Streaming, click on to the Discovery Education Streaming icon. Your login information is in your agenda.
Fifth and Sixth Grade Writing Rubric:
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Hieroglyphics:
Write Like an Egyptian
Translate Your Name into Hieroglyphs (the way an Egyptian scribe might have written it!) CLICK HERE.
Write Like an Egyptian
Translate Your Name into Hieroglyphs (the way an Egyptian scribe might have written it!) CLICK HERE.
Final Project: Egypt Pyramid Project
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Extra Credit: Build a Pyramid
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Introduction to Ancient Egypt
Homework due Thursday, September 19, 2019: None
Classwork Wednesday, September 18, 2019: Complete the ‘know’ and ‘want to know’ column of the KWL chart for Ancient Egypt.
Homework due Thursday, September 19, 2019: None
Classwork Wednesday, September 18, 2019: Complete the ‘know’ and ‘want to know’ column of the KWL chart for Ancient Egypt.
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Social Studies Standards:
- 6.1 PRESENT-DAY EASTERN HEMISPHERE GEOGRAPHY: The diverse geography of the Eastern Hemisphere has influenced human culture and settlement patterns in distinct ways. Human communities in the Eastern Hemisphere have adapted to or modified the physical environment. (Standard: 3: Theme: GEO)
- Materials: extra credit handout, textbook, KWL chart, poster board
- Activate Prior Knowledge:
- Have students brainstorm what they already know about Ancient Egypt and make notes in the ‘know’ column of their KWL chart.
- Learning Target:
- Students will be able to understand how to create a KWL chart and why it is important academically.
- Skill Development:
- Students will list what they already know about Ancient Egypt.
- Students will list what they want to know about Ancient Egypt.
- Why do we use a KWL chart?
- Personal Importance/Real Life Importance/Academic Importance:
- Ask students, why would this lesson be important in your personal or academic life? (We can use a KWL chart to identify what we already know about a topic, what we want to know about a topic, and what we learned about a topic. In the end, we will know if we have learned what we wanted to learn originally.)
- Guided Practice/Teaching Strategies/Accommodations:
- Pass out KWL chart. (Complete "Activate Prior Knowledge" activity.)
- Pass out extra credit handout. Explain the extra credit assignment to students. Mention that alternative options for extra credit could include creating a booklet or poster. Invite students to talk with you after class, or at another time about alternative extra credit options.
- Have students open to page 100 in their textbook.
- Ask students, “What is the name of our next module?” (Kingdoms of the Nile)
- Direct students to find and put their finger on the essential question.
- Ask students, “What is the essential question for this module?” (Why were Egyptians able to create such a long-lasting civilization?)
- Ask students, "What is the importance of a KWL chart?" or "Why do we use a KWL chart?" (Academic Importance)
- Direct students to fill out the ‘want to know’ column of their KWL chart.
- Create a class KWL chart on a poster during circle time. Students can bring their KWL chart to circle time to refer to.
- Round 1: Have students share 1 idea from the ‘know’ column of their KWL chart.
- Round 2: Have students share one idea from the ‘want to know’ column of their KWL chart.
- Closure:
- At the end of circle time, explain to students that throughout the unit, they will finish their KWL chart by adding what they have learned to the ‘learned’ column of their KWL chart.
- Independent Practice:
- Students will complete their KWL chart independently during class.
KW Chart:
kw_chart_egypt.docx | |
File Size: | 12 kb |
File Type: | docx |
Kingdoms of the Nile: Lesson 1- Geography and Early Egypt
The Big Idea: The water and fertile soils of the Nile Valley allowed a great civilization to develop in Egypt.
Homework due Friday and Monday, September 20 and 23, 2019: None
Classwork Thursday and Friday, September 19 and 20, 2019: Brainstorm list of ideas that contributed to Egypt’s long-lasting civilization. Compose class list of ideas.
The Big Idea: The water and fertile soils of the Nile Valley allowed a great civilization to develop in Egypt.
Homework due Friday and Monday, September 20 and 23, 2019: None
Classwork Thursday and Friday, September 19 and 20, 2019: Brainstorm list of ideas that contributed to Egypt’s long-lasting civilization. Compose class list of ideas.
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Social Studies Standards:
- 6.1 PRESENT-DAY EASTERN HEMISPHERE GEOGRAPHY: The diverse geography of the Eastern Hemisphere has influenced human culture and settlement patterns in distinct ways. Human communities in the Eastern Hemisphere have adapted to or modified the physical environment. (Standard: 3: Theme: GEO)
- 6.1a Maps can be used to represent varied climate zones, landforms, bodies of water, and resources of the Eastern Hemisphere.
- 6.1c The physical environment influences human population distribution, land use, economic activities, and political connections.
- 6.1 PRESENT-DAY EASTERN HEMISPHERE GEOGRAPHY: The diverse geography of the Eastern Hemisphere has influenced human culture and settlement patterns in distinct ways. Human communities in the Eastern Hemisphere have adapted to or modified the physical environment. (Standard: 3: Theme: GEO)
- Materials: Textbooks, Social Studies notebooks, final project handout
- Activate Prior Knowledge:
- Make connections by asking questions:
- What other civilization started by rivers? (Mesopotamia)
- What rivers did the civilization start by? (Tigris, Euphrates)
- What do you think some advantages of living in the Nile Valley would be? (rich soil/silt, land to plant wheat/barley, animals/birds to hunt)
- Recall the advantages of living by the Tigris and Euphrates rivers in Mesopotamia.
- Make connections by asking questions:
- Learning Target:
- Students will be able to look at historical events that have helped shaped history and identify some of the key geographic features, people, and civilizations that developed in early Egypt.
- Concept Development:
- Why is Egypt called the “gift of the Nile”?
- Students will be able to find and explain evidence throughout the textbook.
- Why is Egypt called the “gift of the Nile”?
- Skill Development:
- Students will describe how specific geographic features of Ancient Egypt impacted civilization.
- Students will identify important people and explain their significance.
- Personal Importance/Real Life Importance/Academic Importance:
- In the closure of the lesson, students will develop a list of ideas of why Egypt was a long-lasting civilization. This list will be compared to today’s society. Students will discuss whether these ideas exist in today’s society, and why they might be important today.
- Guided Practice/Teaching Strategies/Accommodations:
- Ask 'Activate Prior Knowledge' questions.
- Geography:
- Have students open their textbooks to pages 104 and 105.
- Have students predict what they will be learning about today based on the title.
- Ask students if they know what a geographic feature is.
- Geographic feature: man-made or natural feature of the earth
- Direct students to examine the map on page 105.
- Have students locate:
- The Nile River
- Upper Egypt
- Lower Egypt
- Have students locate:
- Direct students to examine the symbols on the map.
- Ask students, “According to the symbols on the map, which way does the Nile River flow?” (south to north)
- Explain that Upper Egypt and Lower Egypt were named in relation to the flow of the Nile River. The Nile River flows past Upper Egypt to Lower Egypt where it flows into the Nile Delta.
- Ask students to define delta by searching for it in the text.
- Delta: “triangle-shaped area of land made from soil deposited by a river.”
- Ask students what other geographic features they see.
- Answers may include: deserts, Mediterranean Sea, Red Sea, etc…
- Have students find cataracts in the text and on the map.
- Explain that cataracts, or rapids, made it difficult for invaders to come in from the south.
- Explain that the geographic features that were located previously also acted as natural barriers which made it difficult for invaders to come in from the north, east, and west.
- Explain that the rainfall in the south caused the Nile River to flood which created a layer of silt on the land surrounding it.
- Connect the floods creating silt to the Tigris and Euphrates rivers.
- Ask, “What did the silt allow for at the Tigris and Euphrates rivers?” (farming)
- Identify the Gift of the Nile: Since there was little rainfall, the river flooding was the only way the land would be suitable for farming. It allowed for a stable food supply.
- Hunter-gatherers could hunt fish, wild geese, and ducks.
- Farmers could raise cattle and sheep.
- Farmers could grow wheat, barley, fruits, and vegetables.
- Connect the floods creating silt to the Tigris and Euphrates rivers.
- (Begin closure activity)
- Two Kingdoms:
- Direct students to open to page 105 in their textbook.
- Have students put one finger on Upper Egypt, and one finger on Lower Egypt.
- For review, ask students, “How did Upper Egypt and Lower Egypt get their names?” or “What were Upper Egypt and Lower Egypt named in relation to?” (In relation to the flow of the Nile River)
- Inform students:
- In 3200 BC, Upper Egypt and Lower Egypt each had separate rulers.
- The ruler of Upper Egypt wore a cone-shaped white crown.
- The ruler of Lower Egypt wore a red crown to symbolize authority.
- In 3100 BC, Menes rose to power in Upper Egypt and wanted to unify Upper and Lower Egypt. He invaded Lower Egypt and unified them into one country.
- Menes combined the two crowns into one double crown.
- Menes was considered to be the first pharaoh, and many believed him to be a mediator between people and gods.
- Menes began the first dynasty, or series of rulers from the same family, in Egypt.
- The First Dynasty lasted 200 years. The following rulers continued to wear the double crown. Eventually, rivals challenged the First Dynasty and took over Egypt.
- In 3200 BC, Upper Egypt and Lower Egypt each had separate rulers.
- (Finish closure activity)
- Pass out final project handout and explain.
- Closure:
- Explain that students must brainstorm a list of 2-5 ideas of why Egypt’s civilization was able to last for a long time.
- Encourage students to use their textbook.
- Have students choose one or two ideas from their lists and generate one long list of why Egypt was a long-lasting civilization.
- Discuss whether these characteristics of a long-lasting civilization are used in today’s world. If yes, discuss what is used and the effects. If not, discuss what could be different in today’s society if these characteristics were used.
- Explain that students must brainstorm a list of 2-5 ideas of why Egypt’s civilization was able to last for a long time.
- Independent Practice:
- Students will brainstorm a list of 2-5 ideas for why Egypt was a long-lasting civilization.
Kingdoms of the Nile: Lesson 2- The Old Kingdom
The Big Idea: Egyptian government and religion were closely connected during the Old Kingdom.
Homework due Friday, September 27, 2019: Egypt Tri-orama project
Classwork due Monday, September 23, 2019: “The Old Kingdom Scavenger Hunt” worksheet
The Big Idea: Egyptian government and religion were closely connected during the Old Kingdom.
Homework due Friday, September 27, 2019: Egypt Tri-orama project
Classwork due Monday, September 23, 2019: “The Old Kingdom Scavenger Hunt” worksheet
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Social Studies Standards:
- 6.3a Humans living together in settlements develop shared customs, beliefs, ideas, and languages that give identity to the group.
- 6.3b Complex societies and civilizations share the common characteristics of religion, job specialization, cities, government, language/record keeping system, technology, and social hierarchy. People in Mesopotamia, the Yellow River valley, the Indus River valley, and the Nile River valley developed complex societies and civilizations.
- Gathering, Interpreting and Using Evidence: Develop and frame questions about topics related to historical events occurring in the Eastern Hemisphere that can be answered by gathering, interpreting, and using evidence
- Geographic Reasoning: Identify and describe how environments affect human activities and how human activities affect physical environments through the study of cases in the Eastern Hemisphere.
- Materials: social studies textbooks, “The Old Kingdom Scavenger Hunt” worksheet, BrainPOP video, KWL chart
- Activate Prior Knowledge:
- Ask students, “What do you know about mummies?”
- Ask students, “What do you know about pyramids?”
- Ask students, “How are the topics of mummies and pyramids related?”
- Learning Target: Students will be able to use the textbook to identify key ideas and explain why they are important to Ancient Egypt.
- Skill Development:
- Students will explain the significance of pyramids in Ancient Egypt.
- Students will identify key terms from “The Old Kingdom” lesson.
- Personal Importance/Real Life Importance/Academic Importance:
- Ask, “what is the real life or academic importance of today’s lesson?”
- Students need to be able to work together to find and share information from texts.
- Ask, “what is the real life or academic importance of today’s lesson?”
- Guided Practice/Teaching Strategies/Accommodations:
- (Ask activate prior knowledge questions.)
- Pass out “The Old Kingdom Scavenger Hunt” worksheet.
- Direct students to use their textbooks (pages 110-116) to fill out the worksheet independently.
- After about 20 minutes, or when students are finished, go over the worksheet. Ask volunteers to give each answer.
- (Ask academic importance question.)
- Show BrainPOP video:
- https://www.brainpop.com/socialstudies/ancientcultures/mummies/ (6 minute video about mummies)
- (If link does not work: snap.caboces.org (UN: Scio, PW: tigers), BrainPOP, Ancient Egypt, mummies)
- https://www.brainpop.com/socialstudies/ancientcultures/mummies/ (6 minute video about mummies)
- Begin closure activity.
- If there is any extra time, students may work on their Egypt tri-orama projects.
- (Ask activate prior knowledge questions.)
- Closure:
- Direct students to spend a few minutes filling out the “L” section of their KWL chart.
- Circle time:
- Students will share one fact that they have learned from their KWL chart.
- Write down some of their facts on the “L” section of the class KWL chart. Be sure to not write down the same idea twice.
- Independent Practice:
- Students will complete “The Old Kingdom Scavenger Hunt” worksheet independently.
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Kingdoms of the Nile: Lesson 3 Day 1- The Middle and New Kingdoms
The Big Idea: During the Middle and New Kingdoms, order and greatness were restored in Egypt.
Homework due Friday, September 27, 2019: Egypt Tri-orama project
Classwork due Tuesday, September 24, 2019: “Family Life in Egypt” section of “Work and Daily Life” chart
The Big Idea: During the Middle and New Kingdoms, order and greatness were restored in Egypt.
Homework due Friday, September 27, 2019: Egypt Tri-orama project
Classwork due Tuesday, September 24, 2019: “Family Life in Egypt” section of “Work and Daily Life” chart
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Social Studies Standards:
- 6.3a Humans living together in settlements develop shared customs, beliefs, ideas, and languages that give identity to the group.
- 6.3b Complex societies and civilizations share the common characteristics of religion, job specialization, cities, government, language/record keeping system, technology, and social hierarchy. People in Mesopotamia, the Yellow River valley, the Indus River valley, and the Nile River valley developed complex societies and civilizations.
- Gathering, Interpreting and Using Evidence: Develop and frame questions about topics related to historical events occurring in the Eastern Hemisphere that can be answered by gathering, interpreting, and using evidence
- Geographic Reasoning: Identify and describe how environments affect human activities and how human activities affect physical environments through the study of cases in the Eastern Hemisphere.
- Materials: textbook, “Work and Daily Life” chart, “Steps” handout
- Activate Prior Knowledge:
- Learning Target: Students will be able to pick out the important details from the text and share them with others.
- Skill Development:
- Students will list and describe the different aspects of work and daily life for Egyptians.
- Personal Importance/Real Life Importance/Academic Importance:
- Students will be able to pick out the important details which is important in many classes.
- Guided Practice/Teaching Strategies/Accommodations:
- Pass out “Work and Daily Life” chart. Have students add the “in” between the “fill facts” in the directions.
- Explain to students that they are going to fill out this chart between today and tomorrow.
- Inform students that today they are going to learn how to fill in the chart, but tomorrow, they will work in groups to fill in their assigned section.
- Pass out “Steps” handout. Explain to students that these are the steps they will follow as they fill in their chart. Read steps out loud to accommodate those who cannot read as well as others.
- Model the steps as you explain. Inform students that they need to pay attention, so they understand all steps:
- Find the “Farmers and Other Peasants” section on your chart.
- Read your section.
- Write at least five facts. (Model three facts to save time.)
- Individually rank the top three most important.
- Share with your group why you think they are the most important.
- Explain to students that during circle time tomorrow, they will either choose an individual fact, or decide on one with their group with a spokesperson to share it.
- Break students into groups and have them fill out the “Family Life in Egypt” section on their chart using the steps. Inform them that we will not be sharing in circle time today, but they must still rank their top three facts and share with their group why they are the most important.
- (Closure)
- Closure:
- Ask students if they have any questions.
- Direct students to place their chart in the metal rings of their binder. Emphasize to them that they cannot lose this because they need it for class tomorrow.
- Video…..
- Independent Practice:
- Students will follow the steps and fill in their section with their group. Students must fill in their own chart.
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Kingdoms of the Nile: Lesson 3 Day 2- The Middle and New Kingdoms
The Big Idea: During the Middle and New Kingdoms, order and greatness were restored in Egypt.
Homework due Friday, September 27, 2019: Egypt Tri-orama project
Classwork due Wednesday, September 25, 2019: “Work and Daily Life” chart
The Big Idea: During the Middle and New Kingdoms, order and greatness were restored in Egypt.
Homework due Friday, September 27, 2019: Egypt Tri-orama project
Classwork due Wednesday, September 25, 2019: “Work and Daily Life” chart
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Social Studies Standards:
- 6.3a Humans living together in settlements develop shared customs, beliefs, ideas, and languages that give identity to the group.
- 6.3b Complex societies and civilizations share the common characteristics of religion, job specialization, cities, government, language/record keeping system, technology, and social hierarchy. People in Mesopotamia, the Yellow River valley, the Indus River valley, and the Nile River valley developed complex societies and civilizations.
- Gathering, Interpreting and Using Evidence: Develop and frame questions about topics related to historical events occurring in the Eastern Hemisphere that can be answered by gathering, interpreting, and using evidence
- Geographic Reasoning: Identify and describe how environments affect human activities and how human activities affect physical environments through the study of cases in the Eastern Hemisphere.
- Materials: textbook, social studies notebook, “Work and Daily Life” chart, “Steps” handout
- Activate Prior Knowledge:
- Direct students to open their social studies notebooks and write “My Daily Life”. Have students write down different jobs or details of their daily life. Encourage students to think about what they do on a daily basis, what they help out with at home, their task at school, etc.
- Learning Target: Students will be able to pick out the important details from the text, share them with others, and compare the details to their own lives.
- Skill Development:
- Students will list and describe the different aspects of work and daily life for Egyptians.
- Personal Importance/Real Life Importance/Academic Importance:
- Why do we take notes on information that is already written down for us?
- What is the academic or real-life importance?
- Guided Practice/Teaching Strategies/Accommodations:
- (Complete “Activate Prior Knowledge” activity.)
- Direct students to take out their “Work and Daily Life” chart and “Steps” handout.
- Explain to students that they will be assigned to a group and section where they will work together to find at least five facts. Then explain that they will rank their top three most important facts and share with their group why they chose those three.
- Break students into groups and assign their section:
- Period 5:
- Scribes: Liam, Nathan
- Artisans, Artists, and Architects: Jocelyn, Daelyn, Jadyn
- Merchants and Traders: Ethan, Owen, Landon
- Soldiers: Peter, Mason, Marcus
- Period 6:
- Scribes: K’Lah, Lilly, Loretta
- Artisans, Artists, and Architects: Brea, Megan, Cassidy
- Merchants and Traders: Tayla, Adalyn
- Soldiers: Jeremiah, Larry, Carson, (Michael)
- Period 5:
- (Closure activity)
- If there is extra time at the end, allow students to continue working on their Egypt tri-orama projects.
- Closure:
- When there is about fifteen minutes left, direct students to choose either a spokesperson with one shared fact, or have every member choose one different fact to share. Have students grab rugs for circle time. Go around in a circle and have students share.
- (Ask students the academic importance question.)
- When there is about fifteen minutes left, direct students to choose either a spokesperson with one shared fact, or have every member choose one different fact to share. Have students grab rugs for circle time. Go around in a circle and have students share.
- Independent Practice:
- Students will practice taking notes about different topics in the textbook.
Kingdoms of the Nile: Lesson 3 Day 3- The Middle and New Kingdoms
The Big Idea: During the Middle and New Kingdoms, order and greatness were restored in Egypt.
Main Ideas:
Homework due Tuesday, October 1, 2019: Finish "Important People of the New Kingdom" packet.
Classwork due Thursday, September 26- Monday, September 30, 2019: “Important People of the New Kingdom” chart and worksheet
The Big Idea: During the Middle and New Kingdoms, order and greatness were restored in Egypt.
Main Ideas:
- The Middle Kingdom was a period of stable government between periods of disorder.
- The New Kingdom was the peak of Egyptian trade and military power, but its greatness did not last.
Homework due Tuesday, October 1, 2019: Finish "Important People of the New Kingdom" packet.
Classwork due Thursday, September 26- Monday, September 30, 2019: “Important People of the New Kingdom” chart and worksheet
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Social Studies Standards:
- 6.3a Humans living together in settlements develop shared customs, beliefs, ideas, and languages that give identity to the group.
- 6.3b Complex societies and civilizations share the common characteristics of religion, job specialization, cities, government, language/record keeping system, technology, and social hierarchy. People in Mesopotamia, the Yellow River valley, the Indus River valley, and the Nile River valley developed complex societies and civilizations.
- Gathering, Interpreting and Using Evidence: Develop and frame questions about topics related to historical events occurring in the Eastern Hemisphere that can be answered by gathering, interpreting, and using evidence
- Geographic Reasoning: Identify and describe how environments affect human activities and how human activities affect physical environments through the study of cases in the Eastern Hemisphere.
- Materials: “Important People of the New Kingdom” chart and worksheet, textbook, “The Old Kingdom Scavenger Hunt” worksheet
- Activate Prior Knowledge:
- Inform students that in this lesson, they will learn about an important person named Queen Hatshepsut. Explain to students that although she was queen, she dressed like a man. Ask students, “Why do you think she dressed like a man?”
- After students volunteer their responses, explain that they will read about her in today’s text and write down their own idea of why Queen Hatshepsut dressed like a man.
- Learning Target: Students will be able to use the textbook to find facts about key people and events that happened in the Middle and New Kingdoms.
- Skill Development:
- Students will list facts about the reigns of two key people from the Middle and New Kingdom by completing a chart.
- Personal Importance/Real Life Importance/Academic Importance:
- Ask “Why is it important to complete charts and answer questions about a text as we read?”
- Ask “How will completing worksheets such as this impact your future?”
- Guided Practice/Teaching Strategies/Accommodations:
- (Complete “Activate prior knowledge” question.)
- Inform students that today they will learn about key people and events in the Middle and New Kingdoms.
- Hand out “Important People of the New Kingdom” worksheet. Students may work in groups to complete the worksheet.
- When students finish, go over the “Important People of the New Kingdom” worksheet.
- (Closure)
- If there is time, go over “The Old Kingdom Scavenger Hunt”.
- If there is extra time, allow students to work on their Egypt projects that are due tomorrow.
- Closure:
- (Ask the academic importance questions.)
- Independent Practice:
- Students will complete a chart and answer questions about the people and event of the Middle and New Kingdoms.
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Kingdoms of the Nile: Lesson 4- Egyptian Achievements
The Big Idea: The Egyptians made lasting achievements in writing, architecture, and art.
Main Ideas:
Homework due Wednesday, October 2, 2019: None
Classwork due Tuesday, October 2, 2019: 7-10 facts for hieroglyphic video, 5 facts for Rosetta Stone video
The Big Idea: The Egyptians made lasting achievements in writing, architecture, and art.
Main Ideas:
- Egyptian writing used hieroglyphics.
- Egypt’s great temples were lavishly decorated.
- Egyptian art filled tombs.
Homework due Wednesday, October 2, 2019: None
Classwork due Tuesday, October 2, 2019: 7-10 facts for hieroglyphic video, 5 facts for Rosetta Stone video
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Social Studies Standards:
- 6.3a Humans living together in settlements develop shared customs, beliefs, ideas, and languages that give identity to the group.
- 6.3b Complex societies and civilizations share the common characteristics of religion, job specialization, cities, government, language/record keeping system, technology, and social hierarchy. People in Mesopotamia, the Yellow River valley, the Indus River valley, and the Nile River valley developed complex societies and civilizations.
- Gathering, Interpreting and Using Evidence: Develop and frame questions about topics related to historical events occurring in the Eastern Hemisphere that can be answered by gathering, interpreting, and using evidence
- Geographic Reasoning: Identify and describe how environments affect human activities and how human activities affect physical environments through the study of cases in the Eastern Hemisphere.
- Materials: Hieroglyphics Video, Rosetta Stone Video, KWL charts, class KWL chart, notebook, textbook
- Activate Prior Knowledge:
- Ask students, “What do you know about Egyptian achievements?”
- “What was the system of writing they developed called?”
- “Who has heard of the Rosetta Stone?”
- Ask students, “What do you know about Egyptian achievements?”
- Learning Target: Students will be able to use the textbook to identify key ideas and explain why they are important to Ancient Egypt.
- Skill Development:
- Students will list facts of hieroglyphics and the Rosetta Stone from watching videos.
- Students will identify what they have learned throughout the unit by writing them on their KWL charts then sharing them with the class.
- Personal Importance/Real Life Importance/Academic Importance:
- Students will have practice taking notes as they watch a video.
- Students will have practice identifying what they have learned over a certain amount of time.
- Guided Practice/Teaching Strategies/Accommodations:
- Hieroglyphics Video (7 minutes)
- Direct students to take notes on the history of writing as they watch.
- Students will aim for 7-10 facts.
- Rosetta Stone Video (2 minutes)
- Direct students to take notes on the history of writing as they watch.
- Students will aim for at least 5 facts.
- Direct students to take out their KWL chart.
- Have students think back to what they have learned throughout the Ancient Egypt module.
- If students are struggling, allow them to use their textbooks.
- (Closure)
- If there is extra time:
- Go over “The Old Kingdom Scavenger Hunt”.
- students may work on their Egypt project.
- Hieroglyphics Video (7 minutes)
- Closure:
- Circle time:
- Complete the ‘L’ section of the class KWL chart.
- Ask students, “Why did we use a KWL chart?” and “What was the importance of the KWL chart?”
- Collect KWL charts.
- Circle time:
- Independent Practice:
Homework Due Thursday, October 3, 2019: Finish Egyptian Achievements Guided Reading Notes
Classwork Due Wednesday, October 2, 2019: Egyptian Achievements Guided Reading Notes
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Homework due Friday, October 4, 2019: Finish your section of the Kush and Aksum chart.
Homework due Monday, October 7, 2019: None
Classwork due Thursday, October 3, 2019 and Friday, October 4, 2019: Kush and Aksum chart, group poster
Homework due Monday, October 7, 2019: None
Classwork due Thursday, October 3, 2019 and Friday, October 4, 2019: Kush and Aksum chart, group poster
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Kingdoms of the Nile: Lesson 4 – Egyptian Achievements
Homework due Tuesday and Wednesday: September 25 and 26, 2018:
- Students will read their workbook pages 47-49 and complete the fill in the blank portion on page 49.
- They will also be assessed on their active engagement throughout the class.
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
6.3a Humans living together in settlements develop shared customs, beliefs, ideas, and languages that give identity to the group.
6.3b Complex societies and civilizations share the common characteristics of religion, job specialization, cities, government, language/record keeping system, technology, and social hierarchy. People in Mesopotamia, the Yellow River valley, the Indus River valley, and the Nile River valley developed complex societies and civilizations.
-Gathering, Interpreting and Using Evidence: Develop and frame questions about topics related to historical events occurring in the Eastern Hemisphere that can be answered by gathering, interpreting, and using evidence
-Geographic Reasoning: Identify and describe how environments affect human activities and how human activities affect physical environments through the study of cases in the Eastern Hemisphere.
- Materials: PowerPoint, notebooks for students, kingdom graphic organizer, YouTube for video,
- Activate Prior Knowledge:
- Students will take part in a “think back” activity that will encourage them to remember facts from prior lessons and apply them to their values and ideas about a pharaoh’s absolute rule
- Miss Morris will explain the connection between what the students already know and what they are going to learn next. (In this lesson, we will learn about the Middle and New Kingdoms, the rise and fall of them, and their effects on ancient civilization).
- Learning Target: Students will be able to identify why Ancient Egyptian culture played a significant role in the areas of architecture, art, and language development.
- Concept Development:
- What are hieroglyphics and how did we learn to translate them?
- What were some features of ancient Egyptian temples? Why were the decorations so important?
- What made it possible for scientists and historians to discover so many things about ancient Egyptian life?
- Students will be able to find and explain evidence throughout the textbook and apply to their prior and present knowledge.
- Think/Pair/Share and note-taking, volunteers for reading to the class.
- Skill Development:
- Students will analyze the achievement of Ancient Egypt throughout several domains of life and focus on HOW and WHY these achievements were so important.
- They will use their textbooks to identify and interpret evidence throughout the lesson and apply it some of the concepts to their personal lives.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically or in your life? Students will be able to make connections throughout the PowerPoint to life in Ancient Egypt and to their life (jewelry, architecture, etc.)
- Guided Practice/Teaching Strategies and Accommodations :
- Miss Morris will explain different terms, people, and concepts throughout Lesson 4.
- Students will complete an activating prior knowledge quick write that will allow them to put themselves in a position in Ancient Egypt.
- As a class, we will go over the PowerPoint and address any questions that arise.
- The PowerPoint will include topics and vocabulary words such as: hieroglyphics, papyrus, architecture, art, temples, King Tut, treasure hunters, sphinx, The Rosetta Stone, and obelisk.
- Students will watch a video on King Tut https://www.youtube.com/watch?v=dmkDPaHSBzg (skip 1:45-2:10; watch until 3:35)
- Students will take part in two different think, pair, share activities during the lesson that will allow them to engage in meaningful dialogue with their peers, and look for evidence within their textbook to support their answers. Students will also be asked to create their own set of hieroglyphics for an extra credit assignment. Details for this can be found in the PowerPoint. This project will be due on the day of the Unit Test.
- Print out PowerPoint for students who may need a copy to write on .
- Closure:
- Miss Morris wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly find and explain the key concepts that were taught during this lesson? Are students able to complete the skill that has just been taught to them? In Lesson 3, this is identifying and explaining evidence. Students will have the opportunity as a group to complete a graphic organizer in which the Kingdoms are compared.
- Independent Practice:
- Students will read their workbook pages 47-49 and complete the fill in the blank portion on page 49.
- They will also be assessed on their active engagement throughout the class.
PowerPoint: Egyptian Achievements
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Kingdoms of the Nile: Lesson 5 – Kush and Aksum
Homework due Thursday and Friday, September 27 and 28, 2018:
- Students will complete the Venn Diagram of the Kush and Egyptian kingdoms in which they will compare the civilizations and what is similar and different between the two kingdoms.
- They will also be assessed on their active engagement throughout the class periods.
Classwork Wednesday and Thursday, September 26 and 27, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
6.3a Humans living together in settlements develop shared customs, beliefs, ideas, and languages that give identity to the group.
6.3b Complex societies and civilizations share the common characteristics of religion, job specialization, cities, government, language/record keeping system, technology, and social hierarchy. People in Mesopotamia, the Yellow River valley, the Indus River valley, and the Nile River valley developed complex societies and civilizations.
-Gathering, Interpreting and Using Evidence: Develop and frame questions about topics related to historical events occurring in the Eastern Hemisphere that can be answered by gathering, interpreting, and using evidence
-Geographic Reasoning: Identify and describe how environments affect human activities and how human activities affect physical environments through the study of cases in the Eastern Hemisphere.
- Materials: PowerPoint, notebooks for students, Venn Diagram graphic organizer, YouTube for video
- Activate Prior Knowledge:
- Students will watch a short YouTube clip of Kush and Aksum (the kingdoms that they will be learning about today) that connects their new knowledge with prior learning.
- Miss Morris will explain the connection between what the students already know and what they are going to learn next. (In this lesson we will learn about the two kingdoms of Kush and Aksum and how they rose to power and fell throughout history, their effects on civilization, and compare the two kingdoms with Egypt).
- Learning Target: Students will be able to identify some of the similarities and differences between Kush, Egypt, and Aksum and how each civilization made contributions to society in ancient Egyptian life.
- Concept Development:
- Students will be able to find and explain evidence throughout the textbook and apply to their prior and present knowledge.
- Think/Pair/Share and note-taking, volunteers for reading to the class.
- Students will learn about the location of Nubia and how Kush developed from that region
- Students will learn about agriculture and how the Nile River impacted crops and people. They will also learn how trade effected ancient civilizations in positive and negative ways.
- Students will learn about Kushite and Aksum society and how Egypt affected their development.
- Students will watch an introduction video on Kush https://www.youtube.com/watch?v=b86XE3TbXg0
- Skill Development:
- Students will analyze the achievement of Ancient Egypt throughout several domains of life and focus on HOW and WHY these achievements were so important.
- They will use their textbooks to identify and interpret evidence throughout the lesson and apply it some of the concepts to their personal lives.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically or in your life? Students will be able to make connections throughout the PowerPoint to life in Ancient Egypt and to their life (jewelry, architecture, etc.)
- Guided Practice/Teaching Strategies and Accommodations :
- Miss Morris will explain different terms, people, and concepts throughout Lesson 5.
- Students will watch a short introduction video that exposes them to what life would have been like in ancient Kushite society.
- As a class, we will go over the PowerPoint and address any questions that arise.
- The PowerPoint will include topics and vocabulary words such as: Kush, Aksum, bypassed, trade center, capital, Christianity, isolated, King Ezana, Kerma, The Iron Industry, etc.
- Students will take part in two different think, pair, share activities during the lesson that will allow them to engage in meaningful dialogue with their peers, and look for evidence within their textbook to support their answers. Students will also be asked to complete a Venn Diagram of the ancient civilizations for homework. They will be directed to compare life of the Egyptians and of the Kushites. Miss Morris will ask them to have at least 3 examples in each section. We will go over directions as a class.
- Print out PowerPoint for students who may need a copy to write on.
- Closure:
- Miss Morris wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly find and explain the key concepts that were taught during this lesson? Are students able to complete the skill that has just been taught to them? In Lesson 3, this is identifying and explaining evidence. Students will have the opportunity as a group to complete a graphic organizer in which the Kingdoms are compared.
- Independent Practice:
- Students will complete the Venn Diagram of the Kush and Egyptian kingdoms in which they will compare the civilizations and what is similar and different between the two kingdoms.
- They will also be assessed on their active engagement throughout the class period.
PowerPoint: Kush and Aksum
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Homework due Monday, and Tuesday, , 2018: GRAPES ORGANIZER, CHAPTER 4, ANCIENT EGYPT AND KUSH.
Classwork, Friday, and Monday, , 2018:
Homework due Tuesday, and Wednesday, , 2018: GRAPES ORGANIZER, CHAPTER 4, ANCIENT EGYPT AND KUSH due Tuesday. Reading Checks pages 87 and 88 in the social studies textbook due Wednesday. Questions: "Why was Egypt called the gift of the Nile?" and "What attracted early settlers to the Nile Valley?"
Classwork, Tuesday, , 2018:
Classwork, Friday, and Monday, , 2018:
Homework due Tuesday, and Wednesday, , 2018: GRAPES ORGANIZER, CHAPTER 4, ANCIENT EGYPT AND KUSH due Tuesday. Reading Checks pages 87 and 88 in the social studies textbook due Wednesday. Questions: "Why was Egypt called the gift of the Nile?" and "What attracted early settlers to the Nile Valley?"
Classwork, Tuesday, , 2018:
- Common core standards addressed:
- CC.SS.6.6.3: EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
- EGYPT! What do we know about this fascinating civilization?
- Before we begin to gather our thoughts and ideas about "what we think we know about Egypt" we will fill out the GRAPES graphic organizer in pairs.
- The GRAPES graphic organizer is an acronym that stands for Geography, Religion, Arts and Architecture, Politics, Economics, and Social Structures.
- We will continue to fill out the GRAPES graphic organizer as we watch the introductory video: https://www.youtube.com/watch?v=vS2hUYFdlBM
- Today we will begin reading about Ancient Egypt in our textbooks on page 86.
- As we read, we will be keeping GRAPES notes on the graphic organizer.
- Reading Checks pages 87 and 88 in the social studies textbook due Wednesday. Questions: "Why was Egypt called the gift of the Nile?" and "What attracted early settlers to the Nile Valley?"
Homework due Thursday, , 2018: Reading Check questions found on pages 89 and 91. Questions: "Why do you think Menes wanted to rule over both kingdoms of Egypt?" and "How was society structured in the Old Kingdom?"
Classwork, Wednesday, , 2018:
Classwork, Wednesday, , 2018:
- Common core standards addressed:
- CC.SS.6.6.3: EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
- As a class, we will begin reading about Ancient Egypt in our textbooks on pages 86-89.
- As we read, we will be keeping GRAPES notes on the graphic organizer.
- The GRAPES notes graphic organizer is an acronym that stands for Geography, Religion, Arts and Architecture, Politics, Economics, and Social Structures.
- Students will be learning about the geography in Ancient Egypt.
- Geography of Ancient Egypt video http://www.youtube.com/watch?v=6juyIxRvGcA
- We will look at the photo of the Nile on page 87.
- We will answer the reading check question of page 87. The question is “Why was Egypt called the gift of the Nile?”
- We will then move onto reading page 88 in our social studies textbooks.
- After reading page 88, as a class we will come up with the answer to the question “What attracted early settlers to the Nile Valley?”
- Students will add to the GRAPES notes graphic organizer for pages 86-89.
- Students will answer the Reading Check questions found on pages 89 and 91. Questions: "Why do you think Menes wanted to rule over both kingdoms of Egypt?" and "How was society structured in the Old Kingdom?"
Video: Old Kingdom Egypt
Questions:
Questions:
- Explain Egypt's social hierarchy.
- Why did the Egyptian's mummify the dead?
- Who did the ancient Egyptians trade with and what did they trade for?
Homework due Friday, , 2018: Reading Check questions found on pages 93 and 95. Questions: "How did religious beliefs affect Egyptian burial practices?" and "Why were pyramids so important to the people of ancient Egypt?"
Classwork, Thursday, , 2018:
Classwork, Thursday, , 2018:
- Common core standards addressed:
- CC.SS.6.6.3: EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
- As a class, we will begin reading about Ancient Egypt in our textbooks on pages 90-95.
- As we read, we will be keeping GRAPES notes on the graphic organizer.
- The GRAPES notes graphic organizer is an acronym that stands for Geography, Religion, Arts and Architecture, Politics, Economics, and Social Structures.
- Students will add to the GRAPES notes graphic organizer for pages 90-95.
- Students will complete the Reading Check questions found on pages 93 and 95. Questions: "How did religious beliefs affect Egyptian burial practices?" and "Why were pyramids so important to the people of ancient Egypt?"
Homework due Monday, , 2018: None.
Classwork, Friday, , 2018:
Classwork, Friday, , 2018:
- Common core standards addressed:
- CC.SS.6.6.3: EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
- As a class, we will begin reading about Ancient Egypt in our textbooks on pages 96-98.
- As we read, we will be keeping GRAPES notes on the graphic organizer.
- The GRAPES notes graphic organizer is an acronym that stands for Geography, Religion, Arts and Architecture, Politics, Economics, and Social Structures.
- For homework, students will complete the GRAPES notes graphic organizer for pages 96-98.
Homework due Tuesday, , 2018: Students will complete Reading Check Questions found on pages 100 and 103 in the social studies textbook. Students will use the RACER Graphic Organizer to answer both of the questions. Answers may be completed in the social studies notebook or on the RACER Graphic Organizer. "What type of jobs did people perform in ancient Egypt?" and "How is our writing system similar to hieroglyphics?"
Classwork, Monday, , 2018:
Classwork, Monday, , 2018:
- Common core standards addressed:
- CC.SS.6.6.3: EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
- As a class, we will begin reading about Ancient Egypt in our textbooks on pages 96-103.
- As we read, we will be keeping GRAPES notes on the graphic organizer.
- The GRAPES notes graphic organizer is an acronym that stands for Geography, Religion, Arts and Architecture, Politics, Economics, and Social Structures.
- For homework, students will complete the GRAPES notes graphic organizer for pages 96-103.
- Students will also complete Reading Check Questions found on pages 100 and 103 in the social studies textbook. Students will use the RACER Graphic Organizer to answer both of the questions. Answers may be completed in the social studies notebook or on the RACER Graphic Organizer. "What type of jobs did people perform in ancient Egypt?" and "How is our writing system similar to hieroglyphics?"
Homework due Wednesday, , 2018: None. See below for Thanksgiving Break Homework.
Classwork, Tuesday, , 2018:
Classwork, Tuesday, , 2018:
- Common core standards addressed:
- CC.SS.6.6.3: EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
- As a class, we will begin reading about Ancient Egypt in our textbooks on pages 99-103.
- As we read, we will be keeping GRAPES notes on the graphic organizer.
- The GRAPES notes graphic organizer is an acronym that stands for Geography, Religion, Arts and Architecture, Politics, Economics, and Social Structures.
- Students will look at the picture on page 105 and see what they notice about the picture. Students will think, pair, share, what they notice about the picture. We will then watch a youtube video about the Karnak temple.
- https://www.youtube.com/watch?v=eWzVqx4t-ZU
- For homework, students will complete the GRAPES notes graphic organizer for pages 99-103.
WEEK OF , 2018
Homework due Tuesday, , 2018: All "Rules to Live By" articles must be read and annotated. This is for a grade.
Classwork, Monday, , 2018
Classwork, Monday, , 2018
- As students are reading the articles, they will keep in mind the following questions as they search for important quotes to use in their essays:
- Is it important and helpful to (take a stand against bullying, help the environment, or take care of your health)?
- Why is it important to (take a stand against bullying, help the environment, or take care of your health)?
- What steps can be taken to (take a stand against bullying, help the environment, or take care of your health)?
- What can I do to (take a stand against bullying, help the environment, or take care of your health)?
- Students might want to use a different color highlighter as they find answers to each of the different questions.
- This is for a grade.
Homework due Wednesday, Thursday, and Friday, , 2018: Rule to Live By Essay Outline is due Friday.
Classwork, Tuesday, Wednesday, and Thursday, , 2018
Classwork, Tuesday, Wednesday, and Thursday, , 2018
- As students are writing their outlines for their Rule to Live By research paper, they will keep in mind the following questions as they decide on the outline plan for writing their essays:
- Is it important and helpful to (take a stand against bullying, help the environment, or take care of your health)?
- Why is it important to (take a stand against bullying, help the environment, or take care of your health)?
- What steps can be taken to (take a stand against bullying, help the environment, or take care of your health)?
- What can I do to (take a stand against bullying, help the environment, or take care of your health)?
- Use the suggestions that are found below as you write your outline.
- This is for a grade.
WEEK OF , 2018
EGYPTIAN PYRAMID EXTRA CREDIT:
- Be sure to note: the Egypt Tri-orama Project is NOT extra credit and is NOT optional. See details and directions for the Egypt Tri-orama project below.
- The Egyptian Pyramid Project is Extra Credit and is an optional project for those students who want to be creative and who want to raise their social studies grades.
- Create a pyramid (using whatever materials you choose).
- Be sure to include a short answer response to the following question: “Why were the pyramids so important to the Egyptians?”
- The Egyptian Pyramid Project is due , 2018.
EGYPT TRI-ORAMA PROJECT DIRECTIONS:
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Homework due Wednesday, Thursday, and Friday, , 2018: Students will begin collecting information about the Egyptian Culture and will begin planning and organizing their information for their tri-orama. SEE ABOVE FOR DIRECTIONS.
Classwork, Tuesday, Wednesday,Thursday, and Friday, , 2018:
Classwork, Tuesday, Wednesday,Thursday, and Friday, , 2018:
- Common core standards addressed:
- CC.SS.6.6.3: EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
- Before we begin the Egypt Tri-orama Project, students will look at the picture on page 105 and see what they notice about the picture. Students will think, pair, share, what they notice about the picture. We will then watch a youtube video about the Karnak temple.
- https://www.youtube.com/watch?v=eWzVqx4t-ZU
- Before we go over the directions to the Egypt Tri-orama Project, students will annotate the directions.
- We will then go over the directions as a class and will answer any questions that the students may have.
- Students will put stars by the topics that they think they may want to do some more research on for their project.
- Students will begin collecting information about the Egyptian Culture and will begin planning and organizing their information for their tri-orama. SEE ABOVE FOR DIRECTIONS.
PowerPoint Presentations for Chapter 4
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WEEK OF, 2018
Homework due Wednesday, , 2018: Tri-orama due Wednesday, , 2018. SEE ABOVE FOR DIRECTIONS.
Classwork, Monday, Tuesday, Wednesday, and Thursday, , 2018:
Classwork, Monday, Tuesday, Wednesday, and Thursday, , 2018:
- Students have received the detailed directions for the Egyptian Tri-orama Project last week.
- All notes and planning for this project were due today, Monday,, 2018.
- Students will begin to work on their final draft of the project.
- Use a SHARPENED PENCIL to begin writing your paragraphs onto the triangles. A sharpened pencil will help you write neater and smaller.
- Be sure all of your spelling and grammar is correct.
- Sketch some pictures and symbols on each triangle.
- After everything is written in pencil and you have checked your spelling and grammar, use an ULTRA FINE Sharpie to go over the pencil. If you don’t have an ULTRA FINE Sharpie, use a black colored pencil. DO NOT USE JUST A FINE Sharpie! It is too thick.
- After you have gone over your work in ULTRA FINE Sharpie, use colored pencils to color your Tri-orama.
- DO NOT TAPE OR GLUE THE TRI-ORAMA!!!
- WE WILL TAPE THE TRI-ORAMA IN CLASS ON WEDNESDAY!
- When you finish your Tri-orama, create a December/Holiday/Christmas poem. Write the poem in your notebook. You may write several poems. Be sure to have at least one December/Holiday/Christmas poem written by Wednesday, December 13, 2017.
- When you have completed ALL of the above work, you may work on other homework, OR read a book, OR write a story.
- This assignment is due Wednesday, .
WEEK OF , 2018
Homework due Thursday, , 2018:
Task:
- Informative Writing Assignment: Egyptian Essay due on Thursday, , 2018 at 8:00AM.
- The Pyramid Extra credit is due on day, , 2018. Create a pyramid. Be sure to write a paragraph stating why pyramids are historically significant.
- Students will be working on their Egypt Essay in class. They already have enough information to begin writing their essay.
Task:
- Construct a well-written informative essay that explains the Egyptian lifestyle.
- Use the notes from your GRAPES organizers and your tri-orama notes as resources. You may use your textbook and the internet for other resources.
- Possible internet links:
- In your essay, be sure to include several of the following topics:
- social class system
- daily home life
- art
- music
- literature/writing system
- architecture
- clothing
- recreation
- food
- key geographic features
- animals
- use of land and natural resources
- belief in eternal life
- mummies
- pyramids
- In your introduction, be sure to make a claim/thesis about the Egyptian lifestyle.
- Be sure to include several facts/details per paragraph. Be sure to have at least 3 sentences that explain your details.
- Use several quotes in your essay. Be sure to have at least 3 sentences that explain your quote. Be sure that the quote is relevant (pertains to the topic of the paragraph) and is compelling (interesting, draws the reader in).
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Informative Writing Assignment: Egypt
Due sday, November , 2017 after writing class.
Due sday, November , 2017 after writing class.
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Egypt Project
Due day, December , 2017
Egyptian Cultural Study
Egyptian Cultural Study:
Due day, December , 2017
Egyptian Cultural Study
- Draw an example of an Egyptian village.
- Include as many details as possible from our study of Egyptian culture.
- Use color and fill up as much as the paper as possible.
- Include a title
- Label all of the details of your drawing.
Egyptian Cultural Study:
- Key geographical features
- Use of land and resources
- Daily life
- Religious beliefs
- Culture
- Art
- Music
- Literature
- Architecture
- Language
- Clothing
- Food
WEEK OF NOVEMBER 28, 2016:
Homework due Tuesday, November 29, 2016: Begin answering all of the questions in the study guide. The completed study guide is due on Wednesday, November 30, 2016. Study for your test. The test is on this Thursday, December 1, 2016. See below for study guide.
Classwork, Monday, November 28, 2016:
Classwork, Monday, November 28, 2016:
- The completed study guide is due on Wednesday, November 30, 2016.
- The Chapter 4: "Ancient Egypt and Kush" test will be on Thursday, December 1. Use the text book, GRAPES Notes organizers, and study guide to begin studying.
- Project Egypt is due on Friday, December 2.
- The Pyramid Extra credit is due on Monday, December 5, 2016. Create a pyramid. Be sure to write a paragraph stating why pyramids are historically significant.
- Common core standards addressed:
- CC.SS.6.6.3: EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
- Begin answering all of the questions in the study guide.
- The completed study guide is due on Wednesday, November 30, 2016.
- Study for your test.
- The test is on this Thursday, December 1, 2016. See below for study guide.
Ancient Egypt Study Guide: Study Guide due Wednesday, November 30, 2016. TEST THURSDAY, DECEMBER 1, 2016
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EGYPT PROJECT DIRECTIONS: Due Friday, December 2, 2016
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EXTRA CREDIT: Create a pyramid (of whatever materials and in whatever you choose). Either on the pyramid or on a separate piece of paper write an answer to the question, “Why were the pyramids so important to the Egyptians?” DUE DECEMBER 5, 2016.
Homework due Wednesday, November 30, 2016: Be sure to complete all of the questions in the study guide. The completed study guide is due on Wednesday, November 30, 2016. Study for your test. The test is on this Thursday, December 1, 2016. See above for study guide.
- The completed study guide is due on Wednesday, November 30, 2016.
- The Chapter 4: "Ancient Egypt and Kush" test will be on Thursday, December 1. Use the text book, GRAPES Notes organizers, and study guide to begin studying.
- Project Egypt is due on Friday, December 2.
- The Pyramid Extra credit is due on Monday, December 5, 2016. Create a pyramid. Be sure to write a paragraph stating why pyramids are historically significant.
- Common core standards addressed:
- CC.SS.6.6.3: EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
- Complete the entire study guide.
Homework due Thursday, December 1, 2016: Study for your test. The test is on this Thursday, December 1, 2016. See above for study guide.
Classwork, Wednesday, November 30, 2016:
Classwork, Wednesday, November 30, 2016:
- The completed study guide is due on Wednesday, November 30, 2016.
- The Chapter 4: "Ancient Egypt and Kush" test will be on Thursday, December 1. Use the text book, GRAPES Notes organizers, and study guide to begin studying.
- Project Egypt is due on Friday, December 2.
- The Pyramid Extra credit is due on Monday, December 5, 2016. Create a pyramid. Be sure to write a paragraph stating why pyramids are historically significant.
- Common core standards addressed:
- CC.SS.6.6.3: EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
- We will use a Jeopardy Game to help us review for the test. See below.
- Study for your test.
- It is recommended that students who have completed their study guide use the following online games to study for their test.
- The test is on tomorrow, Thursday, December 1, 2016. See above for study guide.
Use this Jeopardy Game to help you prepare for the test
https://jeopardylabs.com/play/ancient-egypt705
https://jeopardylabs.com/play/ancient-egypt705
Egypt Jeopardy:
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Additional Review sheet for Egypt
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ancient_egypt_review_sheet.docx | |
File Size: | 72 kb |
File Type: | docx |
Homework due Friday, December 2, 201: Make Test Corrections with the page numbers as to where you have found your answers.
Classwork, Thursday, December 1, 2016:
Classwork, Thursday, December 1, 2016:
- Common core standards addressed:
- CC.SS.6.6.3: EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
- Students will be take the Chapter 4: "Ancient Egypt and Kush" test.
- Students are encouraged to make test corrections. These test corrections are due tomorrow, Friday. You must have the page numbers as to where you found the correct answer.
Homework Due Monday, October 27, 2014: Finish answering questions 1-5 on page 95 of your social studies textbook.
Classwork, Friday October 24, 2014:
Classwork, Friday October 24, 2014:
- In pairs students will read the rest of section two of chapter four.
- Students will answer the reading check questions on a loose-leaf piece of paper.
- Students will also complete the section two assessment. Students will answer questions 1-5 on page 95 in their social studies textbooks. Students should complete this on loose-leaf in order to be handed in and graded.
Homework Due Tuesday, October 28, 2014: Read pages 99-100 and write seven important facts about what you read.
Classwork, Monday October 27, 2014:Students will read pages 97-98 in their social studies textbooks. Students will complete a t-chart and Venn diagram comparing and contrasting the two kingdoms.
Before students breakup into groups we will go over how to complete a t-chart and Venn diagram.
Each kingdom should be on one side of the t-chart. Students will write all the main ideas/facts about each kingdom in the t-chart. Students will then take the information they wrote in their t-chart and put the information in their Venn diagram. The similarities should be in the middle of the Venn diagram.
Homework Due Wednesday, October 29, 2014: None.
Classwork, Tuesday October 28, 2014:
Classwork, Monday October 27, 2014:Students will read pages 97-98 in their social studies textbooks. Students will complete a t-chart and Venn diagram comparing and contrasting the two kingdoms.
Before students breakup into groups we will go over how to complete a t-chart and Venn diagram.
Each kingdom should be on one side of the t-chart. Students will write all the main ideas/facts about each kingdom in the t-chart. Students will then take the information they wrote in their t-chart and put the information in their Venn diagram. The similarities should be in the middle of the Venn diagram.
Homework Due Wednesday, October 29, 2014: None.
Classwork, Tuesday October 28, 2014:
- Show the power point to discuss the different jobs in Egypt.
- Have students breakup into groups and discuss the different jobs.
- We will come together as a class and complete a Venn diagram and t-chart collectively together comparing and contrasting two different jobs.
- After showing how to compare and contrast the different jobs, students will individually choose two jobs to compare and contrast in their own t-chart and Venn diagrams. This will be handed in at the end of class and will be graded.
- Each t-chart should have at least five bullets
per side.
Homework Due Thursday, October 30, 2014: Write a paragraph comparing Egyptian writing to American Writing.
Classwork, Wednesday October 29, 2014:
Classwork, Wednesday October 29, 2014:
- Collectively as a class we will read page 102-103. Students will take turns reading the different headings. After reading pages 102-103 students will answer the reading check questions.
- The reading check question is how is our writing system similar to hieroglyphics. Students will write a short paragraph in their social studies notebooks answering this question.
- Students will then share with the class what they wrote down in the social studies notebooks.
- Then we will read page 104 in our social studies textbooks.
- Students will look at the picture on page 105 and see what they notice about the picture. Students will think, pair, share, what they notice about the picture. We will then watch a youtube video about the Karnak temple.
Homework Due Friday, October 31, 2014: Complete Chapter 4 review guide. This is due on Monday.
Classwork, Thursday October 30, 2014:
Classwork, Thursday October 30, 2014:
- Students will read 107-108 collectively as a class. Students will take turns reading the different headings.
- Students then will complete the t-chart and Venn diagram comparing and contrast Egypt’s geography to Nubia’s geography.
- Students can work in partners or individually to complete this assignment.
- Students will share the major differences and similarities to the class once they have completed their Venn diagrams and t-charts.
- Then students will continue to read pages 109-110 in their textbooks. Students can take turns reading the different sections aloud to the class.
- Students will answer the reading check questions
as they go.
Students will share their answers to the reading check question on page 110.
Test on Thursday, November 6, 2014
Homework Due Monday, November 3, 2014: None.
Classwork, Friday October 31, 2014:
Classwork, Friday October 31, 2014:
- We will watch a Halloween Brain Pop video that will tell us the history of Halloween.
- We will complete the three Halloween worksheets that correspond with the brain pop video.
Homework Due Tuesday, November 4, 2014: Study for Test! Use your review guide to help you!
Classwork, Monday November 3, 2014:
Classwork, Monday November 3, 2014:
- Students will breakup into their groups that they were in the previous day. Students will finish their compare and contrast sheet and then finish reading section five of chapter four.
- Students will complete the reading checks to help with their comprehension as they read.
- Students will then come get the answer sheet for
the Egypt review guide so they can compare their answers with the answers on
the answer review guide.
Homework Due Wednesday, November 5, 2014: Study for Egypt test! Election Day!! Be sure to join your family to the election polls! Observe democracy in action! Bring in some sort of proof that you attended the polls and you will receive 100 extra points!
Classwork, Tuesday November 4, 2014:
Classwork, Tuesday November 4, 2014:
- Today we will be playing a review Egyptian Jeopardy game.
- Students will be broken up into two teams.
- Each team will have one person be assigned the spokes person for their team.
- Team one will get the first questions and then team two will get the second question.
- If one team gets a question wrong then the other team has the opportunity to answer the question for half of the point.
Homework Due Thursday, November 6, 2014: Study for test! Test is tomorrow! You will do great!
Classwork, Wednesday November 5, 2014:
Classwork, Wednesday November 5, 2014:
- Students will use this day as a catch-up or makeup day for any assignments that they owe for social studies or writing.
- Once students finish late work for social studies and writing then they can complete late work for any other subject that they owe.
- If students do not owe any work then they will use the period to study for the Egypt test which will be tomorrow.
Homework Due Friday, November 7, 2014: None.
Classwork, Thursday November 6, 2014:
Classwork, Thursday November 6, 2014:
- Students will have the whole class period to take the chapter four Egypt test.
- Students will hand in the test at the end of the period.
- If students complete their test early then they can work on any homework that they have.
Homework Due Friday October 25, 2013
· Read pages 102-106 in your social studies textbook.
· Take notes on these pages in your social studies notebook.
· There should be at least two facts written for each section.
· Refer to the “Notes” PowerPoint as well as notes taken in class for additional guidance.
· Read pages 102-106 in your social studies textbook.
· Take notes on these pages in your social studies notebook.
· There should be at least two facts written for each section.
· Refer to the “Notes” PowerPoint as well as notes taken in class for additional guidance.
Writing Extra Credit Due Friday October 25, 2013
- Write a five paragraph information essay about any topic in Chapter 4 of our Social Studies book (Ancient Egypt).
- Be sure to have an introduction, a conclusion, and three body paragraphs (if not more!).
- Be sure to include facts, details, and definitions to make your piece more interesting and easy to understand.
- Remember what audience you are writing this piece for and what you might need to explain for them.
- This assignment will be worth up to 100 extra credit points.
Egyptian Gods and Goddesses Wanted Poster Project
Research and Rough Due Monday October 21, 2013
FINAL PRODUCT due Tuesday October 22, 2013
· Pretend you are the Egyptian god Seth and you want to destroy all that is good and beautiful in Ancient Egypt, this includes capturing all of the gods and goddesses so they cannot help the Egyptian people anymore.
· You will create a wanted poster for your Egyptian god or goddess.
· Complete the information on the worksheet using your textbook, classroom books and Internet research.
· After the worksheet it complete create your wanted poster containing the information on another piece of paper.
· Create a drawing of the god or goddess for the wanted poster.
· Be sure that your wanted poster contain the name of the god or goddess, their appearance, where or with whom they might be found, and what they are wanted for (what they do to help the Egyptians).
· Be creative!
· You will be graded for accuracy, effort and spelling and grammar.
Research and Rough Due Monday October 21, 2013
FINAL PRODUCT due Tuesday October 22, 2013
· Pretend you are the Egyptian god Seth and you want to destroy all that is good and beautiful in Ancient Egypt, this includes capturing all of the gods and goddesses so they cannot help the Egyptian people anymore.
· You will create a wanted poster for your Egyptian god or goddess.
· Complete the information on the worksheet using your textbook, classroom books and Internet research.
· After the worksheet it complete create your wanted poster containing the information on another piece of paper.
· Create a drawing of the god or goddess for the wanted poster.
· Be sure that your wanted poster contain the name of the god or goddess, their appearance, where or with whom they might be found, and what they are wanted for (what they do to help the Egyptians).
· Be creative!
· You will be graded for accuracy, effort and spelling and grammar.
Websites for Egyptian Gods and Goddesses Wanted Posters!
Use these websites to help you conduct research for your mini-project
Use these websites to help you conduct research for your mini-project
http://www.ancientegypt.co.uk/gods/explore/main.html
http://gwydir.demon.co.uk/jo/egypt/
http://ablemedia.com/ctcweb/consortium/ancientegyptiangods.html
http://www.nemo.nu/ibisportal/0egyptintro/1egypt/index.htm
Homework Due Tuesday October 15, 2013
· Read pages 90-95 in your social studies textbook.
· Take notes on these pages in your social studies notebook.
· There should be at least two facts written for each section.
· Refer to the “Notes” PowerPoint as well as notes taken in class for additional guidance.
· Read pages 90-95 in your social studies textbook.
· Take notes on these pages in your social studies notebook.
· There should be at least two facts written for each section.
· Refer to the “Notes” PowerPoint as well as notes taken in class for additional guidance.
Vocabulary Words
Chapter 4, Ancient Egypt and Kush
Homework: Due Tuesday October 15, 2013.
· Using your textbook or dictionary as a resource, look up the definitions of each of the vocabulary words. You will have 6 definitions. Please WRITE THEM IN YOUR SS NOTEBOOK.
· Write a sentence PERTAINING TO SOCIAL STUDIES for each of the words on the list. You will have 12 sentences. Please write these on loose-leaf paper.
· This assignment is for a grade. You will get one extra bonus point for each sophisticated word that you utilize in your sentences. You will lose one point for each spelling or grammar mistake in each sentence. You will lose five points for each social studies vocabulary word that is not used properly or that is not used in a sentence pertaining to social studies.
Define in your social studies notebook:
1. dynasty
2. afterlife
3. mummies
4. elite
5. hieroglyphics
6. papyrus
Write in a sentence pertaining to social studies on loose-leaf paper:
1. dynasty
2. afterlife
3. mummies
4. elite
5. hieroglyphics
6. papyrus
7. there
8. their
9. they’re
10. haven’t
11. well
12. we’ll
6.chapter4.ssvocab.docx | |
File Size: | 17 kb |
File Type: | docx |
Homework due Thursday, November , 201: Complete GRAPES notes for the next section of this chapter, pages 102-106. Study for your TEST on FRIDAY! See study guide below!
Classwork, sday, November , 201:
Classwork, sday, November , 201:
- Common core standards addressed:
- CC.SS.6.6.3: EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
- Today we will be doing GRAPES notes individually or in pairs for the next section of this chapter, pages 102-106. Complete for homework if it wasn't completed in class.
- For homework, students should study for their TEST that is on FRIDAY.
On Tuesday, we will create a Gratitude Notebook that you may use at home. Please feel free to share your Gratitude Notebook with your family!
Homework due Monday, , 2018:
See below for the following assignments for Thanksgiving Break. Enjoy your Thanksgiving Break :)
THANKSGIVING BREAK HOMEWORK:
-Please enjoy your break.
-Mrs. Looney is assigning homework for the Thanksgiving break.
-Assignment Number 1: Spend as much time as possible with family over break.
-Assignment Number 2: I would like everyone to spend as much time outside as possible over break.
-Assignment Number 3: Read your favorite novel or magazines as much as possible.
-Assignment Number 4: Write.
-Assignment Number 5: Create.
-Assignment Number 6: Help cook. Help with the dishes.
-Assignment Number 7: Think about all the things you are grateful for. Write in your Gratitude Notebook. Make a list of as many things- little things and significant things- that you are grateful for. Research shows that the more you recognize what you are grateful for, the more content and at peace you will be.
-Assignment Number 8: When you are on your device, consider doing one of the above assignments instead.
Homework due Monday, , 2018:
See below for the following assignments for Thanksgiving Break. Enjoy your Thanksgiving Break :)
THANKSGIVING BREAK HOMEWORK:
-Please enjoy your break.
-Mrs. Looney is assigning homework for the Thanksgiving break.
-Assignment Number 1: Spend as much time as possible with family over break.
-Assignment Number 2: I would like everyone to spend as much time outside as possible over break.
-Assignment Number 3: Read your favorite novel or magazines as much as possible.
-Assignment Number 4: Write.
-Assignment Number 5: Create.
-Assignment Number 6: Help cook. Help with the dishes.
-Assignment Number 7: Think about all the things you are grateful for. Write in your Gratitude Notebook. Make a list of as many things- little things and significant things- that you are grateful for. Research shows that the more you recognize what you are grateful for, the more content and at peace you will be.
-Assignment Number 8: When you are on your device, consider doing one of the above assignments instead.
WEEK OF SEPTEMBER 17, 2018
Kingdoms of the Nile: Lesson 1 – Geography and Early Egypt
Homework due Tuesday and Wednesday, September 18, and 19, 2018: Students will complete their workbook pages 38-40 for homework and come prepared to share their thoughts and questions on Wednesday, the 19th.
Classwork Monday, Tuesday, and Wednesday, September 17, 18, and 19, 2018
6.1 PRESENT-DAY EASTERN HEMISPHERE GEOGRAPHY: The diverse geography of the Eastern
Hemisphere has influenced human culture and settlement patterns in distinct ways. Human communities in the Eastern Hemisphere have adapted to or modified the physical environment.
-Gathering, Interpreting and Using Evidence: Develop and frame questions about topics related to historical events occurring in the Eastern Hemisphere that can be answered by gathering, interpreting, and using evidence
-Geographic Reasoning: Identify and describe how environments affect human activities and how human activities affect physical environments through the study of cases in the Eastern Hemisphere.
PowerPoint: Kingdoms of the Nile
guidednotesnilekingdoms.docx
Download File
nile1pp.pdf
Download File
nile1pp.pptx
Download File
Guided Notes for Wednesday (9/19)
guidednotesnilekingdoms.docx
Download File
Kingdoms of the Nile: Lesson 2 – The Old Kingdom
Homework due Thursday and Friday, September 20 and 21, 2018:
Social Studies Standards:
6.3a Humans living together in settlements develop shared customs, beliefs, ideas, and languages that give identity to the group.
6.3b Complex societies and civilizations share the common characteristics of religion, job specialization, cities, government, language/record keeping system, technology, and social hierarchy. People in Mesopotamia, the Yellow River valley, the Indus River valley, and the Nile River valley developed complex societies and civilizations.
-Gathering, Interpreting and Using Evidence: Develop and frame questions about topics related to historical events occurring in the Eastern Hemisphere that can be answered by gathering, interpreting, and using evidence
-Geographic Reasoning: Identify and describe how environments affect human activities and how human activities affect physical environments through the study of cases in the Eastern Hemisphere.
PowerPoint: Old Kingdom
theoldkingdompp.pdf
Download File
theoldkingdom.docx
Download File
Kingdoms of the Nile: Lesson 3 – The Middle and New Kingdoms
Homework due day: September 24, 2018:
Social Studies Standards:
6.3a Humans living together in settlements develop shared customs, beliefs, ideas, and languages that give identity to the group.
6.3b Complex societies and civilizations share the common characteristics of religion, job specialization, cities, government, language/record keeping system, technology, and social hierarchy. People in Mesopotamia, the Yellow River valley, the Indus River valley, and the Nile River valley developed complex societies and civilizations.
-Gathering, Interpreting and Using Evidence: Develop and frame questions about topics related to historical events occurring in the Eastern Hemisphere that can be answered by gathering, interpreting, and using evidence
-Geographic Reasoning: Identify and describe how environments affect human activities and how human activities affect physical environments through the study of cases in the Eastern Hemisphere.
PowerPoint: Middle and New Kingdoms
middleandnewkingdoms.pdf
Download File
middleandnewkingdoms.pptx
Download File
Kingdoms of the Nile: Lesson 4 – Egyptian Achievements
Homework due Tuesday and Wednesday: September 25 and 26, 2018:
Social Studies Standards:
6.3a Humans living together in settlements develop shared customs, beliefs, ideas, and languages that give identity to the group.
6.3b Complex societies and civilizations share the common characteristics of religion, job specialization, cities, government, language/record keeping system, technology, and social hierarchy. People in Mesopotamia, the Yellow River valley, the Indus River valley, and the Nile River valley developed complex societies and civilizations.
-Gathering, Interpreting and Using Evidence: Develop and frame questions about topics related to historical events occurring in the Eastern Hemisphere that can be answered by gathering, interpreting, and using evidence
-Geographic Reasoning: Identify and describe how environments affect human activities and how human activities affect physical environments through the study of cases in the Eastern Hemisphere.
PowerPoint: Egyptian Achievements
egyptianachievements.pptx
Download File
egyptianachievements.pdf
Download File
Kingdoms of the Nile: Lesson 5 – Kush and Aksum
Homework due Thursday and Friday, September 27 and 28, 2018:
Classwork Wednesday and Thursday, September 26 and 27, 2018
Social Studies Standards:
6.3a Humans living together in settlements develop shared customs, beliefs, ideas, and languages that give identity to the group.
6.3b Complex societies and civilizations share the common characteristics of religion, job specialization, cities, government, language/record keeping system, technology, and social hierarchy. People in Mesopotamia, the Yellow River valley, the Indus River valley, and the Nile River valley developed complex societies and civilizations.
-Gathering, Interpreting and Using Evidence: Develop and frame questions about topics related to historical events occurring in the Eastern Hemisphere that can be answered by gathering, interpreting, and using evidence
-Geographic Reasoning: Identify and describe how environments affect human activities and how human activities affect physical environments through the study of cases in the Eastern Hemisphere.
PowerPoint: Kush and Aksum
kushandakum5.pdf
Download File
kushandakum5.pptx
Download File
Kingdoms of the Nile: Lesson 1 – Geography and Early Egypt
Homework due Tuesday and Wednesday, September 18, and 19, 2018: Students will complete their workbook pages 38-40 for homework and come prepared to share their thoughts and questions on Wednesday, the 19th.
Classwork Monday, Tuesday, and Wednesday, September 17, 18, and 19, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
6.1 PRESENT-DAY EASTERN HEMISPHERE GEOGRAPHY: The diverse geography of the Eastern
Hemisphere has influenced human culture and settlement patterns in distinct ways. Human communities in the Eastern Hemisphere have adapted to or modified the physical environment.
-Gathering, Interpreting and Using Evidence: Develop and frame questions about topics related to historical events occurring in the Eastern Hemisphere that can be answered by gathering, interpreting, and using evidence
-Geographic Reasoning: Identify and describe how environments affect human activities and how human activities affect physical environments through the study of cases in the Eastern Hemisphere.
- Materials: PowerPoint, notebooks for students, YouTube for video
- Activate Prior Knowledge:
- Question: “Have you heard the saying, 'We have to understand the past to avoid repeating it?'”
- Prior life experience: What have you learned from a prior experience that has helped you in life?
- Students will write their answers in their notebooks or on white boards.
- Miss Morris will explain the connection between what the students already know and what they are going to learn next. (In this lesson, we will learn about how the Nile River, nearby deserts, and other geographic features, and religious beliefs shaped early societies.)
- Watch YouTube video of Nile River. www.youtube.com/watch?v=jjdOlv82kPE until 1:15
- Learning Target: Students will be able to look at historical events that have helped shaped history and identify some of the key geographic features, people, and civilizations that developed in early Egypt.
- Concept Development:
- Why is Egypt called “The Gift of the Nile?”
- Students will be able to find and explain evidence throughout the textbook and apply to their prior and present knowledge.
- Think/Pair/Share and note-taking
- Skill Development:
- Students will analyze the importance of the Nile River and its effects of the civilizations surrounding it in ancient Egypt and identify evidence to help support their answers.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically or in your life? Students will be able to make connections throughout the PowerPoint to life in Ancient Egypt and to their life.
- Guided Practice/Teaching Strategies and Accomodations :
- Miss Morris will explain different terms, people, and concepts throughout Lesson 1.
- As a class, we will go over the PowerPoint and address any questions that arise.
- The PowerPoint will include topics and vocabulary words such as: geographical features that were present in Ancient Egypt, leaders present at that time, deltas, cataracts, King Menes, Pharaoh, natural barriers, and dynasty.
- Students will take part in two different think, pair, share activities during the lesson that will allow them to engage in meaningful dialogue with their peers, and look for evidence within their textbook to support their answers.
- Students will complete a guided note activity with laptops on Wednesday (9/19). This will allow them to find answers using evidence from their textbook and notes.
- Print out PowerPoint for students who may need a copy to write on.
- Closure:
- Miss Morris wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly find and explain the key concepts that were taught during this lesson? Are students able to complete the skill that has just been taught to them? In Lesson 1, this is identifying and explaining evidence.
- Independent Practice:
- Students will complete their workbook pages 38-40 for homework and come prepared to share their thoughts and questions the following day.
- Students will demonstrate their knowledge on the kingdoms/leaders with a guided note sheet. They will be able use the PowerPoint and class notes to find the answers. This will be graded as class work/participation.
PowerPoint: Kingdoms of the Nile
guidednotesnilekingdoms.docx
Download File
nile1pp.pdf
Download File
nile1pp.pptx
Download File
Guided Notes for Wednesday (9/19)
guidednotesnilekingdoms.docx
Download File
Kingdoms of the Nile: Lesson 2 – The Old Kingdom
Homework due Thursday and Friday, September 20 and 21, 2018:
- Students will complete their workbook page 43 for homework when the lesson is completed and come prepared to share their thoughts and questions on Friday, September 21.
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
6.3a Humans living together in settlements develop shared customs, beliefs, ideas, and languages that give identity to the group.
6.3b Complex societies and civilizations share the common characteristics of religion, job specialization, cities, government, language/record keeping system, technology, and social hierarchy. People in Mesopotamia, the Yellow River valley, the Indus River valley, and the Nile River valley developed complex societies and civilizations.
-Gathering, Interpreting and Using Evidence: Develop and frame questions about topics related to historical events occurring in the Eastern Hemisphere that can be answered by gathering, interpreting, and using evidence
-Geographic Reasoning: Identify and describe how environments affect human activities and how human activities affect physical environments through the study of cases in the Eastern Hemisphere.
- Materials: PowerPoint, notebooks for students, social hierarchy graphic organizer, YouTube for Mummy video, magazine article for Notice/Wonder
- Activate Prior Knowledge:
- Question: “If you were there…” paragraph on page 110.
- Prior life experience: How would this life differ from yours now? What would you like/dislike?
- Students will write their answers in their notebooks and share either with the class or with a partner.
- Miss Morris will explain the connection between what the students already know and what they are going to learn next. (In this lesson, we will learn about The Old Kingdom, society and trade, religion, Egyptian life, mummies and pyramids).
- Learning Target: Students will be able to look at historical events that have helped shaped history and identify some of the key geographical features, people, and civilizations that developed in early Egypt.
- Concept Development:
- What was The Old Kingdom?
- Students will be able to find and explain evidence throughout the textbook and apply to their prior and present knowledge.
- Think/Pair/Share and note-taking, volunteers for reading to the class
- Students will watch a video on mummies in class https://www.youtube.com/watch?v=soNVBobYqxE (skip 0:55-1:35)
- Skill Development:
- Students will analyze The Old Kingdom and the different structures within the social classes. Students will use their textbooks to identify and interpret evidence throughout the lesson and apply it to their notes and thoughts.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically or in your life? Students will be able to make connections throughout the PowerPoint to life in Ancient Egypt and to their life.
- Guided Practice/Teaching Strategies and Accommodations :
- Miss Morris will explain different terms, people, and concepts throughout Lesson 2.
- Students will complete an activating prior knowledge quick write that will allow them to connect their lives to that of an Ancient Egyptian.
- As a class, we will go over the PowerPoint and address any questions that arise.
- The PowerPoint will include topics and vocabulary words such as: The Old Kingdom, theocracy, Khufu, social classes, afterlife, mummies, pyramids, and engineering
- Students will take part in two different think, pair, share activities during the lesson that will allow them to engage in meaningful dialogue with their peers, and look for evidence within their textbook to support their answers.
- Print out PowerPoint for students who may need a copy to write on
- Closure:
- Miss Morris wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly find and explain the key concepts that were taught during this lesson? Are students able to complete the skill that has just been taught to them? In Lesson 2, this is identifying and explaining evidence. Students will have the opportunity to complete a graphic organizer in which the social classes are defined and compared to our daily life in school
- Independent Practice:
- Students will complete their workbook page 43 for homework when the lesson is completed and come prepared to share their thoughts and questions the following day.
PowerPoint: Old Kingdom
theoldkingdompp.pdf
Download File
theoldkingdom.docx
Download File
Kingdoms of the Nile: Lesson 3 – The Middle and New Kingdoms
Homework due day: September 24, 2018:
- Challenge activity on page 45 for homework.
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
6.3a Humans living together in settlements develop shared customs, beliefs, ideas, and languages that give identity to the group.
6.3b Complex societies and civilizations share the common characteristics of religion, job specialization, cities, government, language/record keeping system, technology, and social hierarchy. People in Mesopotamia, the Yellow River valley, the Indus River valley, and the Nile River valley developed complex societies and civilizations.
-Gathering, Interpreting and Using Evidence: Develop and frame questions about topics related to historical events occurring in the Eastern Hemisphere that can be answered by gathering, interpreting, and using evidence
-Geographic Reasoning: Identify and describe how environments affect human activities and how human activities affect physical environments through the study of cases in the Eastern Hemisphere.
- Materials: PowerPoint, notebooks for students, YouTube for video
- Activate Prior Knowledge:
- Students will take part in a “think back” activity that will encourage them to remember facts from prior lessons and apply them to their values and ideas about a pharaoh’s absolute rule
- Miss Morris will explain the connection between what the students already know and what they are going to learn next. (In this lesson, we will learn about the Middle and New Kingdoms, the rise and fall of them, and their effects on ancient civilization).
- Learning Target: Students will be able to look at historical events that have helped shaped history and identify some of the key geographical features, people, and civilizations that developed in early Egypt.
- Concept Development:
- What were the Middle and New Kingdoms?
- Students will be able to find and explain evidence throughout the textbook and apply to their prior and present knowledge.
- Think/Pair/Share and note-taking, volunteers for reading to the class
- Skill Development:
- Students will analyze the Middle and New Kingdoms, trade within these kingdoms, the leaders that rose to power, and the family structures and job statues of the people of ancient Egypt. They will use their textbooks to identify and interpret evidence throughout the lesson and apply it some of the concepts to their personal lives.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically or in your life? Students will be able to make connections throughout the PowerPoint to life in Ancient Egypt and to their life.
- Guided Practice/Teaching Strategies and Accommodations :
- Miss Morris will explain different terms, people, and concepts throughout Lesson 3.
- Students will complete an activating prior knowledge quick write that will allow them to connect their lives to that of an Ancient Egyptian.
- As a class, we will go over the PowerPoint and address any questions that arise.
- We will watch a video on Queen Hatshepsut https://www.youtube.com/watch?v=s9jmZiy_T-c
- The PowerPoint will include topics and vocabulary words such as: Middle Kingdom, New Kingdom, trade routes, Queen Hatshepsut, the Hittites, Sea Peoples, and daily life within family structures
- Students will take part in two different think, pair, share activities during the lesson that will allow them to engage in meaningful dialogue with their peers, and look for evidence within their textbook to support their answers. Students will also be asked to create a job poster from ancient Egypt. This will be counted as a homework assignment and will be graded based on effort, creativity, and practicality in relation with the jobs discussed in the lesson.
- Print out PowerPoint for students who may need a copy to write on
- Closure:
- Miss Morris wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly find and explain the key concepts that were taught during this lesson? Are students able to complete the skill that has just been taught to them? In Lesson 3, this is identifying and explaining evidence. Students will have the opportunity as a group to complete a graphic organizer in which the Kingdoms are compared.
- Independent Practice:
- Challenge activity on page 45 for homework.
PowerPoint: Middle and New Kingdoms
middleandnewkingdoms.pdf
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middleandnewkingdoms.pptx
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Kingdoms of the Nile: Lesson 4 – Egyptian Achievements
Homework due Tuesday and Wednesday: September 25 and 26, 2018:
- Students will read their workbook pages 47-49 and complete the fill in the blank portion on page 49.
- They will also be assessed on their active engagement throughout the class.
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
6.3a Humans living together in settlements develop shared customs, beliefs, ideas, and languages that give identity to the group.
6.3b Complex societies and civilizations share the common characteristics of religion, job specialization, cities, government, language/record keeping system, technology, and social hierarchy. People in Mesopotamia, the Yellow River valley, the Indus River valley, and the Nile River valley developed complex societies and civilizations.
-Gathering, Interpreting and Using Evidence: Develop and frame questions about topics related to historical events occurring in the Eastern Hemisphere that can be answered by gathering, interpreting, and using evidence
-Geographic Reasoning: Identify and describe how environments affect human activities and how human activities affect physical environments through the study of cases in the Eastern Hemisphere.
- Materials: PowerPoint, notebooks for students, kingdom graphic organizer, YouTube for video,
- Activate Prior Knowledge:
- Students will take part in a “think back” activity that will encourage them to remember facts from prior lessons and apply them to their values and ideas about a pharaoh’s absolute rule
- Miss Morris will explain the connection between what the students already know and what they are going to learn next. (In this lesson, we will learn about the Middle and New Kingdoms, the rise and fall of them, and their effects on ancient civilization).
- Learning Target: Students will be able to identify why Ancient Egyptian culture played a significant role in the areas of architecture, art, and language development.
- Concept Development:
- What are hieroglyphics and how did we learn to translate them?
- What were some features of ancient Egyptian temples? Why were the decorations so important?
- What made it possible for scientists and historians to discover so many things about ancient Egyptian life?
- Students will be able to find and explain evidence throughout the textbook and apply to their prior and present knowledge.
- Think/Pair/Share and note-taking, volunteers for reading to the class.
- Skill Development:
- Students will analyze the achievement of Ancient Egypt throughout several domains of life and focus on HOW and WHY these achievements were so important.
- They will use their textbooks to identify and interpret evidence throughout the lesson and apply it some of the concepts to their personal lives.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically or in your life? Students will be able to make connections throughout the PowerPoint to life in Ancient Egypt and to their life (jewelry, architecture, etc.)
- Guided Practice/Teaching Strategies and Accommodations :
- Miss Morris will explain different terms, people, and concepts throughout Lesson 4.
- Students will complete an activating prior knowledge quick write that will allow them to put themselves in a position in Ancient Egypt.
- As a class, we will go over the PowerPoint and address any questions that arise.
- The PowerPoint will include topics and vocabulary words such as: hieroglyphics, papyrus, architecture, art, temples, King Tut, treasure hunters, sphinx, The Rosetta Stone, and obelisk.
- Students will watch a video on King Tut https://www.youtube.com/watch?v=dmkDPaHSBzg (skip 1:45-2:10; watch until 3:35)
- Students will take part in two different think, pair, share activities during the lesson that will allow them to engage in meaningful dialogue with their peers, and look for evidence within their textbook to support their answers. Students will also be asked to create their own set of hieroglyphics for an extra credit assignment. Details for this can be found in the PowerPoint. This project will be due on the day of the Unit Test.
- Print out PowerPoint for students who may need a copy to write on .
- Closure:
- Miss Morris wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly find and explain the key concepts that were taught during this lesson? Are students able to complete the skill that has just been taught to them? In Lesson 3, this is identifying and explaining evidence. Students will have the opportunity as a group to complete a graphic organizer in which the Kingdoms are compared.
- Independent Practice:
- Students will read their workbook pages 47-49 and complete the fill in the blank portion on page 49.
- They will also be assessed on their active engagement throughout the class.
PowerPoint: Egyptian Achievements
egyptianachievements.pptx
Download File
egyptianachievements.pdf
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Kingdoms of the Nile: Lesson 5 – Kush and Aksum
Homework due Thursday and Friday, September 27 and 28, 2018:
- Students will complete the Venn Diagram of the Kush and Egyptian kingdoms in which they will compare the civilizations and what is similar and different between the two kingdoms.
- They will also be assessed on their active engagement throughout the class periods.
Classwork Wednesday and Thursday, September 26 and 27, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
6.3a Humans living together in settlements develop shared customs, beliefs, ideas, and languages that give identity to the group.
6.3b Complex societies and civilizations share the common characteristics of religion, job specialization, cities, government, language/record keeping system, technology, and social hierarchy. People in Mesopotamia, the Yellow River valley, the Indus River valley, and the Nile River valley developed complex societies and civilizations.
-Gathering, Interpreting and Using Evidence: Develop and frame questions about topics related to historical events occurring in the Eastern Hemisphere that can be answered by gathering, interpreting, and using evidence
-Geographic Reasoning: Identify and describe how environments affect human activities and how human activities affect physical environments through the study of cases in the Eastern Hemisphere.
- Materials: PowerPoint, notebooks for students, Venn Diagram graphic organizer, YouTube for video
- Activate Prior Knowledge:
- Students will watch a short YouTube clip of Kush and Aksum (the kingdoms that they will be learning about today) that connects their new knowledge with prior learning.
- Miss Morris will explain the connection between what the students already know and what they are going to learn next. (In this lesson we will learn about the two kingdoms of Kush and Aksum and how they rose to power and fell throughout history, their effects on civilization, and compare the two kingdoms with Egypt).
- Learning Target: Students will be able to identify some of the similarities and differences between Kush, Egypt, and Aksum and how each civilization made contributions to society in ancient Egyptian life.
- Concept Development:
- Students will be able to find and explain evidence throughout the textbook and apply to their prior and present knowledge.
- Think/Pair/Share and note-taking, volunteers for reading to the class.
- Students will learn about the location of Nubia and how Kush developed from that region
- Students will learn about agriculture and how the Nile River impacted crops and people. They will also learn how trade effected ancient civilizations in positive and negative ways.
- Students will learn about Kushite and Aksum society and how Egypt affected their development.
- Students will watch an introduction video on Kush https://www.youtube.com/watch?v=b86XE3TbXg0
- Skill Development:
- Students will analyze the achievement of Ancient Egypt throughout several domains of life and focus on HOW and WHY these achievements were so important.
- They will use their textbooks to identify and interpret evidence throughout the lesson and apply it some of the concepts to their personal lives.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically or in your life? Students will be able to make connections throughout the PowerPoint to life in Ancient Egypt and to their life (jewelry, architecture, etc.)
- Guided Practice/Teaching Strategies and Accommodations :
- Miss Morris will explain different terms, people, and concepts throughout Lesson 5.
- Students will watch a short introduction video that exposes them to what life would have been like in ancient Kushite society.
- As a class, we will go over the PowerPoint and address any questions that arise.
- The PowerPoint will include topics and vocabulary words such as: Kush, Aksum, bypassed, trade center, capital, Christianity, isolated, King Ezana, Kerma, The Iron Industry, etc.
- Students will take part in two different think, pair, share activities during the lesson that will allow them to engage in meaningful dialogue with their peers, and look for evidence within their textbook to support their answers. Students will also be asked to complete a Venn Diagram of the ancient civilizations for homework. They will be directed to compare life of the Egyptians and of the Kushites. Miss Morris will ask them to have at least 3 examples in each section. We will go over directions as a class.
- Print out PowerPoint for students who may need a copy to write on.
- Closure:
- Miss Morris wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly find and explain the key concepts that were taught during this lesson? Are students able to complete the skill that has just been taught to them? In Lesson 3, this is identifying and explaining evidence. Students will have the opportunity as a group to complete a graphic organizer in which the Kingdoms are compared.
- Independent Practice:
- Students will complete the Venn Diagram of the Kush and Egyptian kingdoms in which they will compare the civilizations and what is similar and different between the two kingdoms.
- They will also be assessed on their active engagement throughout the class period.
PowerPoint: Kush and Aksum
kushandakum5.pdf
Download File
kushandakum5.pptx
Download File
New York State Standards:
New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
Download File
New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
Download File
New York State Next Generation
English Language Arts Learning Standards:
New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents.
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
Download File
New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
Download File
New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
Download File
New York State Next Generation
English Language Arts Learning Standards:
New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents.
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
Download File
IMPORTANT RESOURCES: updated January 18, 2018
New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
Download File
New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
Download File
New York State Next Generation
English Language Arts Learning Standards:
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
Download File
New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
Download File
New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
Download File
New York State Next Generation
English Language Arts Learning Standards:
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
Download File