Curriculum Competency:
Examine characteristics and development of various societies in the Eastern Hemisphere prior to 1750.
Objective:
b. Analyze various Eastern cultures: Asia, Africa, Europe, Australia, and Islands of the Pacific (e.g., religion, language, customs, contributions, etc.)
Big Idea:
The Nile River brought great changes in the way Egyptian communities were run.
Text:
Parker, W.C., McFarland, M.A., Ladson-Billings, G., Craven, J., Contreras, G., Beyer, B.K., and
Banks, J.A. (1993). Geography of ancient egypt. World: Adventures in time and Place.
(pp. 74-81). New York: McGraw-Hill School Division.
Audience: 7th Grade Social Studies Class
Preparation:
1. Introduce the lesson by doing a read aloud on p. 74.
2. Review the previous day's lesson by going over what was learned about the Nile River, how
Egypt depended heavily on the river for nearly everything, and in time, how the ancient
Egyptians used the Nile to build the largest civilization the world had ever seen.
3. Inform the students that they will be learning about the united kingdoms of Upper and Lower
Egypt, life in Egypt's old kingdom, Egypt's writing system, and the building of the pyramids.
4. Ask an open-ended question about what role did the students think the pharaohs played in
ancient Egypt.
5. Discuss the reasons why the pharaoh was central to Egypt's government, economy, and
religion.
6. Discuss how Menes,the first pharaoh, united the kingdoms of Upper and Lower Egypt to form
the largest government in the world at that time.
7. Provide a copy of the symbols of their writings and their meanings.
8. Discuss the writing system of Egypt and how it provided a way for government workers to
communicate over long distances.
9. Discuss how ordinary people worked to build huge, government building projects like the
Great Pyramid.
Guidance:
1. Pass out question sheet before the lesson is started and allow students to take notes, listening
carefully to answer the following questions:
a. What role did the pharaoh play in ancient Egypt?
b. How did local governors help the pharaoh to rule all of Egypt?
c. Why was Memphis a good place to build Egypt's capital city?
2. The teacher walks around, providing help for students who need it.
3. The teacher will go over the questions to ensure that everyone has the correct answer.
Application:
1. Using the hieroglyphs writing symbols provided, the students will create their own hieroglyph
symbols that represent objects or sounds and see if a partner can read your message.
2. Exchange papers with another student to see if a partner can read their message.
Assessment:
1. Write a paragraph about the effect of the Nile River on ancient Egyptian civilization and tell
about the problems the Nile caused and what the people did to solve them.
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When you pass out the question sheet, will the students be listening to you for the answers? To make it a little more interesting, you may could find a video online that would give the students a visual also.
ReplyDeleteYou might also consider only teaching a few of the topics. If you have too much information, it may be a little overwhelming to your students.
I love the idea of having students use the hieroglyphics. I'm sure students would love doing this. It would really make the lesson fun for them.
Great content very interesting. What modalities would you use during the lecture, note taking, and answering questions time that would make the content come alive for the student. I think that your content is very interesting, but I am concerned that the students won't get the full experience of that time if some visuals, and connections aren't made with the students that will engaged them a little more into the subject.
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