Essential Question: How does geography affect how civilizations develop?
Understandings: The Nile River shaped Egypt in almost every aspect of life.
Skills to incorporate: Building a thesis statement, finding evidence from primary sources as well as other forms of text, reading
comprehension, knowledge level recall
Day 1: DBQ Hook
Exercise over importance
of geography in
settlement location
Egyptian Vocab
(Cataract, Delta,
Artisans, Pharaoh,
Dynasty, Bureaucracy)
Key points: available
resources, safety, ability
to access, shelter and
map skills review
Frayer Model foursquare
vocab chart
GRR read through and
Read Aloud section one
Video to introduce Ancient in book to find words.
Egypt: Listen for things
I do: read first part of
you might already know
passage and locate
and be ready with two
word. Finish passage.
things you found
Go back to word to get
interesting or didn't know
definition and fill out
from before! (Exit Slip)
chart in front of class
Second word we do
together
Third and fourth word
they do together and
finish on own at home
Egyptian government
structure and the
Pharaoh
(All on note sheets)
Guided reading over
different kinds of
Pharaohs and rulers in
society
Egyptian Gov venn
diagram Hatshepsut vs
Ramses II and review as
a class
Exit Slip: What two ways
do rulers try to expand
their power?
How is the bureaucracy
and ruling class
supported in Egypt?
Notes over Ancient Egypt
DRTA Over Ancient
Egyptian Gods. Review
answers/info on PPT
Egyptian Social Class
Fill out Social class
pyramid
Key questions to ask class:
Which groups belong to the
upper class of society?
Which class do they rely on
for food and support? Why
are the priests and
government officials so
important?
How does the Pharaoh
demand so much respect
and get people to do things
for him/her?
Short video over
Mummification
Weekly Review questions
(on ppt) turn in for
formative assessment as
groups of three or four
Introduce A Day in the Life
project over Egyptian social
class
Students pick groups of
three or four based on class
size
Work on current event
assigned the night before on
chrome books in class
Allow other kids to write by
hand or work together based
on level or language issues
DUE MONDAY
Establish project norms
using card activity (see
lesson plan)
Fill out group norm and
expectation contracts
and sign
Eliminate cards down to
top 5 and place in
envelope
Discuss verbal warning
system and possible
group/individual
consequences enacted
by group or teacher
Project work Day
agenda day 1
-research social class
-begin to fill out chart
identify tomorrow's goals
or homework goals
Project work day
-continue research and
finish chart
-Answer questions on the
back of your sheets
-plan tomorrow/homework
goals
Final work day
-Finish questions and any
additional research
-Plan or practice
presentations for Monday
-check over work and make
sure all
directions/requirements are
completed
Egyptian Art, Architecture
and Trade
(on PPT)
Egyptian Art, Architecture
and Trade continued
(on PPT)
Egypt DBQ Doc A (work as
large group and heavy on
modeling)
Answer questions as large
group
Fill out agenda for the
rest of the week
Projects Due
Presentations in class
3-4 minutes each
Presentations continued
3-4 minutes each
If finished early go over
current events and allow
them to look up graded
feedback
OR
Review from first week
of unit to make sure info
is fresh for tomorrow
Doc B
Start as large group and
answer first three questions
as large group. Have them
discuss and find evidence for
last two in table groups
Finish Doc B questions for
homework
Review Doc B questions
Doc C
Have volunteers read
aloud any worded info
Talk about what we see
as a class in the picture
and what we think these
things might be.
Discuss answers in table
groups and then review
them two at a time as a
class to be sure everyone
is understanding
Doc D
In table groups read and
discuss answers
Before class ends go over
first three answers
Doc E
Exit Slip to scaffold
thesis writing
Using your resources
(textbook, notes, DBQ,
etc.), choose 3 of the 5
elements listed below and
explain the effect the Nile
River had on each.
(Individual)
Location
Thesis writing instruction
using chicken foot model
Use example from
mesopotamia unit as a
model then have them
work on it themselves
HWK is to finish writing a
thesis statement
Turn in Thesis Statement
and chicken foot organizer
Review for Test tomorrow
This Thesis is the
summative of our skill
(How does geography
influence civilization)
Transportation
Agriculture
Economy
Religion
Finish for homework
*Modified PPTs and note taking sheets and tests available as well.
Egypt knowledge based
summative assessment
