History Unit 3

Unit 3
What can artifacts and ruins teach us

about the social and religious
aspects of a civilization?
Unit 3
What can artifacts and ruins teach us about the social and religious aspects of a civilization?
OVERVIEW Suggested Pacing: 25 instructional days
Key Concepts
1: Ancient Egypt’s and ancient Nubia’s geography enabled their society to flourish.
2: Ancient Egyptian and ancient Nubian artifacts reflect the social values of those civilizations.
3: Ancient Egypt’s and ancient Nubia’s kings and queens were powerful rulers.
4: Ancient Egypt’s advancements in writing teach historians about their history and culture.
5: Religion was a central motivator in ancient Egyptian and ancient Nubian life.
Unit Performance Assessment

Ancient Egyptian and Ancient Nubian Primary Source Documents
Teacher’s notes, activity sheet, and rubric, pp. 227–232
Write a historical narrative from the perspective of a pharaoh, priest, noble, merchant, skilled
worker, peasant, or slave including historically accurate details of Egyptian life for that social class.
EdVantage
During Unit 3, students will study the civilizations of ancient Egypt and ancient Nubia. They will
engage in Global Outreach as they learn about the geography and culture of these civilizations.
Again, students will be expected to engage in the Self-Directed Pursuit of Knowledge as they analyze
primary and secondary sources to increase their awareness about those cultures. Students will also
engage with Democratic Processes as they learn about the rulers of ancient Egypt and ancient Nubia.
Students will also consistently interact with EdVantage Core Values throughout Unit 3. Students
will be asked to embrace diversity as they learn about the social values of each civilization. Students
will also learn the value of knowledge as they examine Egypt’s and Nubia’s advancements in
mathematics, architecture, and art, as well as Egypt’s advancements in writing. Students will also
encounter the value of individual responsibility as they study different rulers and how their decisions
impacted their respective civilizations. Finally, students will analyze the core values that all people
have, in relation to the rigid social structure that was present in both ancient Egypt and ancient
Nubia.
160 Manatee Core Curriculum

Unit 3
General Notes
In Unit 3, students will begin a comparative study of two ancient civilizations: Egypt and Nubia.
Using the material covered in Unit 2, students will also have a basis to compare the Egyptian
and Nubian cultures with the social, political, and economic customs of the Mesopotamian city-
states. Students can use their knowledge of different civilizations to think about and answer course
questions such as: What can the ancient world teach us about the modern world? Why are some
civilizations more enduring than others?
Continue to reinforce the geography skills covered in Unit 1 as you progress through Unit 3. Have
students apply the Six Essential Elements of Geography to each new location they study.
Prerequisites
• Students should be able to use primary and secondary sources to understand and interpret history.
• Students should understand the relationship between geography and the rise of civilization.
• Students should know the difference between monotheistic and polytheistic religions.
• Students should understand various aspects of family life, structures, and roles in different
cultures, and in many eras.
World History: Ancient Civilizations lesson planning material 161

Focus Content and Skills
• Egyptian geography • Research primary sources
• Egyptian religion • Compare and contrast Egypt
• Egyptian society and modern times
• Ancient Nubia • Geography skills
Sunshine State Standards
Focus Benchmarks
The following is a list of the state benchmarks addressed most frequently and in the greatest depth
during this unit. Other benchmarks may be addressed from time to time, aligned to specific learning
objectives.
SS.A.1.3.2–Knows the relative value of primary and secondary sources and uses this information to
draw conclusions from historical sources such as data in charts, tables, and graphs.
SS.A.2.3.1–Understands how language, ideas, and institutions of one culture can influence other
cultures.
SS.A.2.3.2–Knows how major historical developments have had an impact on the development of
civilizations.
SS.A.2.3.7–Knows significant achievements in art and architecture in various urban areas and
communities to the time of the Renaissance.
SS.A.2.3.8 – Knows the political, social, and economic institutions that characterized the significant
aspects of Eastern and Western civilizations.
SS.A.3.3.1–Understands ways in which cultural characteristics have been transmitted from one
society to another.
SS.A.3.3.5–Understands the differences between institutions of Eastern and Western civilizations.
SS.B.1.3.1–Uses various map forms and other geographic representations, tools, and technologies
to acquire, process, and report geographic information including patterns of land use, connections
between places, patterns, and processes of migration and diffusion.
SS.B.1.3.3–Knows social, political, and economic divisions on Earth’s surface.
SS.B.1.3.6–Understands ways in which regional systems are interconnected.
SS.B.1.3.7–Understands the spatial aspects of communication and transportation systems.
SS.B.2.3.3–Understands cultures differ in their use of similar environments and resources.

Unit 3
Teacher’s Notes


Unit 3
Key Concept 1
Ancient Egypt’s and ancient Nubia’s geography enabled their society to flourish.
Learning Objectives
Students will be able to…
3-1 Locate Egypt on a political map and label its geographic features on a physical map.
(SS.B.1.3.1, SS.B.1.3.3)
3-2 Compare and contrast the geography of ancient Egypt and ancient Nubia. (SS.B.1.3.1)
3-3 Describe the wildlife that depends upon the Nile River for survival. (SS.B.2.3.2)
3-4 Explain how ancient Egypt’s and ancient Nubia’s geography protected them from invaders.
(SS.B.1.3.1)
3-5 Analyze the ways in which ancient Egyptians and ancient Nubians manipulated waterways
for their benefit. (SS.A.2.3.3, SS.B.1.3.7, SS.B.2.3.3, SS.B.2.3.7)
3-6 Compare and contrast the geography of ancient Egypt and ancient Nubia with that of
Mesopotamia. (SS.B.1.3.6)
Resources
Teach! Strategies and Resources (TSR)
Glencoe Journey Across Time (Time), chap. 2
Prentice Hall History of Our World (History), chap. 3
Various Web sites
Vocabulary
Below is a list of subject-specific and/or state assessment words relating to this Key Concept. You
might use word walls, vocabulary journals, games, and graphic organizers to support vocabulary
building.
arid famine Sahara
cataract isolation shadoof
delta safari silt

Unit 3
Unit 3
KEY CONCEPT 1
KEY CONCEPT AT A GLANCE

The following represents one possible path through the recommended Instructional Approaches. You
are encouraged to adapt this path to best meet your pacing needs, as well as your students’ specific
needs, interests, and ability levels. A blank version of this planning chart is on p. 173.
Day Learning Objectives Instructional Approaches Resources
1 3-1 Introducing the Key Concept TSR, “K-W-L Chart,”

3-2 pp. 86–88; “Interpreting
Mapping Egypt and Nubia
Maps,” pp. 153–156
Time, “World: Political,”
p. R2; “Ancient Egypt,” p. 39;
“Settling the Nile,” pp. 39–40
History, “Ancient Egypt and
Nubia Physical Map,” p. 67;
“The Nile Through Ancient
Nubia,” p. 69; “The Nile
Through Ancient Egypt,” p. 70;
“The World Map,”
pp. 664–665
2 3-3 The Wild Nile Safari TSR, “Three-Column Chart,”

pp. 190–192
Various Web sites
3 3-3 An Egyptian Adventure Time, “Settling the Nile,”

3-4 pp. 39–40
3-6
History, “Black Land and Red
Land,” p. 70
Various Web sites
4 3-4 Gifts of the Nile TSR, “Venn Diagram,”

3-5 pp. 193–194
Mesopotamia, Egypt, and Nubia
3-6
Time, “How Did the Egyptians
Use the Nile?” p. 41;
“Regular Flooding,” p. 41
History, “Living Along the Nile,”
p. 72; “A Highway for Trade,”
p. 73; “Desert Protection,” p. 71
5 Review, Remediate, Enrich, or Assess

Unit 3: What can artifacts and ruins teach us about the social and religious aspects of a civilization?
KEY CONCEPT 1: Ancient Egypt’s and ancient Nubia’s geography enabled their society to flourish.
Learning Objectives
3-1: Locate Egypt on a political map and label its geographic features on a physical map. (SS.B.1.3.1, SS.B.1.3.3)
3-2: Compare and contrast the geography of ancient Egypt and ancient Nubia. (SS.B.1.3.1)
3-3: Describe the wildlife that depends upon the Nile River for survival. (SS.B.2.3.2)
3-4: Explain how ancient Egypt’s and ancient Nubia’s geography protected them from invaders. (SS.B.1.3.1)
3-5: A nalyze the ways in which ancient Egyptians and ancient Nubians manipulated waterways for their benefit. (SS.A.2.3.3, SS.B.1.3.7,
SS.B.2.3.3, SS.B.2.3.7)
3-6: Compare and contrast the geography of ancient Egypt and ancient Nubia with that of Mesopotamia. (SS.B.1.3.6)
Introducing the Key Concept 15 min Mapping Egypt and Nubia 30 min
Whole-Group Brainstorming: Many students Learning Objective(s): 3-1, 3-2

will have some background knowledge of Paired Research: Have students practice their
Egypt, such as the pyramids, mummies, tombs, geography skills using maps of Egypt and
and King Tutankhamen. Use a K-W-L Chart Nubia.
throughout Unit 3 to help students activate • Have pairs locate Egypt, then ask: Which
their prior knowledge and to create a purpose modern countries border Egypt? On which
for learning. continent is Egypt located?
• Ask: What do you know about Egypt? Have • Then have them complete an Interpreting
you ever read a book about Egypt? Watched Maps organizer for the “Ancient Egypt and
a film about Egypt? Nubia Physical Map.”
• Ask: What do you want to learn about • Have pairs read “The Nile Through Ancient
Egypt? Ask specific questions about topics Nubia” and “The Nile Through Ancient
that come up in the “Know” section of the Egypt,” using their maps as a reference.
chart. Do you want to learn more about • Finally, ask: Which region is more fertile:
mummies? What else do you want to know ancient Egypt or ancient Nubia? In which
about King Tutankhamen? region do the cataracts originate?
• Explain to students that they will return to
their K-W-L Chart at the end of Unit 3 to Resources
TSR, “Interpreting Maps,” pp. 153–156
complete the “What I’ve Learned” column.
Time, “World: Political,” p. R2; “Ancient
Resources Egypt,” p. 39; “Settling the Nile,”
TSR, “K-W-L Chart,” pp. 86–88 pp. 39–40
History, “Ancient Egypt and Nubia Physical
Map,” p. 67; “The Nile Through Ancient
Nubia,” p. 69; “The Nile Through Ancient
Egypt,” p. 70; “The World Map,”
pp. 664–665
Adaptations and Notes

Technology: Use Google Maps (http://maps.
google.com) and Pearson Prentice Hall (www.
PhSchool.com) to view digital and satellite
maps of Egypt and Nubia.

Unit 3
KEY CONCEPT 1
The Wild Nile Safari 30 min An Egyptian Adventure 45 min
Learning Objective(s): 3-3 Learning Objective(s): 3-3, 3-4, 3-6

Individual Note Taking: Explain to students Individual Writing: Have students write
that they are about to embark on a virtual safari a journal entry from the viewpoint of an
along the Nile River. They are going to take Egyptian child, based on the following
field notes about the different animals they see. activities:
• Ask students to log onto the Ancient Egypt • Have students read “Black Land and Red
Internet site to begin their virtual tour. Land” to help them visualize the geography
of ancient Egypt.
• Have students create a Three-Column Chart
with the following focus points: Names • Have students complete “An Egyptian
of Cities, Facts about Cities, Interesting Adventure.”
Observations • Using the reading “Black Land and Red
• Ask students to complete their field notes Land” and the Three-Column Chart
as they embark on their tour down the Nile from The Wild Nile Safari approach, have
River. students write a journal entry based on An
Egyptian Adventure story.
Resources • As part of their answer, ask students to
TSR, “Three-Column Chart,” pp. 190–192 create as many realistic descriptions of their
Ancient Egypt: surroundings as possible in their journals.
http://middle.nettrekker.com (search
keyword “Nile River” and select “Discovery Resources
Channel: Ancient Egypt: Tour the Nile”) Time, “Settling the Nile,” pp. 39–40
Adaptations and Notes History, “Black Land and Red Land,” p. 70
EdVantage: Have students compare the plight An Egyptian Adventure
of Nile crocodiles with the plight of Florida www.ancientegypt.co.uk/geography/story/
manatees. main.html
Teacher Note: If computer access is limited, Adaptations and Notes
print out and copy The Wild Nile Safari for Advanced: Have students develop their
students. historical journal into a short story.

Learning Objectives
SS.B.2.3.3, SS.B.2.3.7)
Gifts of the Nile 25 min Mesopotamia, Egypt,

and Nubia 20 min
Learning Objective(s): 3-5
Small-Group Inquiry: Have students create a Learning Objective(s): 3-4, 3-6
nonlinguistic representation demonstrating the Individual Note Taking: Have students
ways in which ancient Egyptians and ancient compare and contrast the geography of
Nubians benefited from the Nile River. Mesopotamia, ancient Egypt, and ancient
• Divide the classroom into groups of three Nubia by completing the following activities:
students. • Have students read “Desert Protection” and
• Ask each group to complete the following “Regular Flooding.”
three readings: “Living Along the Nile,” “A • Based on the readings and Unit 2 content,
Highway for Trade,” and “How Did the ask students to create a Venn diagram
Egyptians Use the Nile?” comparing and contrasting the geography of
• Then have each group create an illustration Mesopotamia with that of ancient Egypt and
of an empty gift box. Ask students to fill the ancient Nubia.
gift box with drawings of all the gifts of the • Discuss the Venn diagrams. Ask: How
Nile River that they read about. (See Model were the floods in ancient Egypt and
Lesson and Sample Student Work.) ancient Nubia different from the floods in
Mesopotamia? How did geography protect
Resources the ancient Egyptians and ancient Nubians?
Time, “How Did the Egyptians Use the Nile?” Which civilization relied more heavily on
p. 41 rivers? (See Model Lesson and Sample
History, “Living Along the Nile,” p. 72; “A Student Work.)
Highway for Trade,” p. 73
Resources
Adaptations and Notes TSR, “Venn Diagram,” pp. 193–194
Classroom Management: Supply empty gift Time, “Regular Flooding,” p. 41
boxes. Have students illustrate items, cut them
History, “Desert Protection,” p. 71
out, and place them in the boxes as part of an
in-class activity. Adaptations and Notes
Additional Support: Create an advanced
organizer reviewing the geography of
Mesopotamia.

Unit 3
KEY CONCEPT 1
Connections
Across Grades
In grade 8 U. S. History, students will compare
and contrast life along major waterways
(e.g., compare life along the Mississippi or
Chesapeake River with life along the Nile
River).
State Assessment
Comparison and cause-and-effect analysis
comprise 15%–25% of the state assessment.
Help students practice comparison while
reading “Black Land and Red Land,” “Desert
Protection,” and “Regular Flooding.”

Learning Objectives
SS.B.2.3.3, SS.B.2.3.7)
Advanced Pathway Additional Support Pathway

Encourage advanced students to complete individual Some students might lack the prerequisite knowledge
research and write a feature article explaining the and skills to thoroughly meet the learning objectives
effects of the construction of the Aswan Dam on within Key Concept 1. Promote mastery of the
Nubian geography and culture. The feature article content in Key Concept 1 by supplying graphic
should answer the question: Is it ever justifiable organizers to support student learning.
to destroy history and culture in the name of • Provide students with a graphic organizer defining
technological advancement? In addition, the difficult vocabulary pertinent to Key Concept 1.
feature article should address specific questions and Supply the word, its definition, and a visual
guidelines such as: representation. Have students use the vocabulary
• Who constructed the Aswan Dam, and why? words in a sentence as they encounter them in
their readings.
• How did the construction of the Aswan Dam
erase Nubian history and culture? • Create a graphic organizer outlining the
geography of Mesopotamia. Supply this
• What attempts, if any, were made to salvage
graphic organizer to help students complete the
Nubian history and culture?
Mesopotamia, Egypt, and Nubia activity.
• Do you think that the builders of the Aswan Dam
should have done more to preserve Nubian history Resources
and culture? Why or why not? TSR, “Writing Graphic Organizers,” pp. 215–216
• Include photos of the Aswan Dam and the Vocabulary Concept Organizers
Nubian ruins it destroyed or threatened. www.educationoasis.com (search keyword
“Vocabulary Concept Organizers”)
• Include a political and physical map showing
where the Aswan Dam is located.
Resources
Gates’ Diary (search keyword “Gates’ Diary” and
choose “Wonders of the African World—Gates’
Diary”)
www.pbs.org

Unit 3
KEY CONCEPT 1
Additional Resources Additional Information
The following Web site is an excellent resource for
Textbook teachers and students studying ancient Egypt. It is
Time, “Settling the Nile,” pp. 39–40 sponsored by the British Museum and offers many
interactive facts, stories, and games related to ancient
Recommended Readings Egypt:
Strudwick, Helen. The Pocket Timeline of Ancient www.ancientegypt.co.uk/menu.html
Egypt. New York: Oxford University, 2006.
Millard, Anne. Story of the Nile. New York: DK
Children, 2003.
Fowler, Allen, The Nile River. New York: Children’s
Press, 2000.
Banting, Erinn. The Nile River: Natural Wonders.
New York: Weigl Publishers, 2001.
Web Sites
Tour of Egypt
www.memphis.edu/egypt/egypt.html
Egypt by Topic
www.historyforkids.org/learn/egypt
Nubian History and Maps
http://wysinger.homestead.com/ancientafrica.
html (click on the Nubian links to access more
information about Nubia)
Audio/Visual
United Learning. “Ancient Egypt: The Gift of the
Nile (3000–3030 B.C).”
Unitedstreaming:
http://streaming.discoveryeducation.com

Teacher’s Notes


Unit 3
Key Concept Planning Template
KEY CONCEPT 1
Use this Key Concept planning chart to map out a path of Instructional Approaches for your
students. Consult with your implementation coach and colleagues as necessary.

Unit 3
Model Lesson
KEY CONCEPT 1
What advantages and challenges did the geography of the Nile valley provide for the ancient
Egyptians and ancient Nubians?
This Model Lesson uses nonlinguistic representations, maps, and text resources to help students
determine the advantages and challenges encountered by the ancient Egyptians and ancient Nubians
due to the geography of the region in which they built their civilizations.
Rationale
It is important for students to understand the cause-and-effect relationship
between geography and the rise of civilization and the ways in which
people use geographic features to support or deter the growth of
civilization.
This model lesson promotes the EdVantage Strategic Objective of the
Self-Directed Pursuit of Knowledge.
Learning Objectives
3-4: Explain how ancient Egypt’s and ancient Nubia’s geography protected
them from invaders. (SS.B.1.3.1)
Analyze the ways in which ancient Egyptians and ancient Nubians
3-5:
manipulated waterways for their benefit. (SS.A.2.3.3, SS.B.1.3.7, SS.B.2.3.3,
SS.B.2.3.7)
3-6: Compare and contrast the geography of ancient Egypt and ancient
Nubia with that of Mesopotamia. (SS.B.1.3.6)
Materials
• TSR, “Venn Diagram,” • History, “The Nile Through

pp. 193–194; “Quickwrite,” Ancient Egypt,” p. 70;
pp. 201–202; “Gallery “The Gifts of the Nile,”
Walk,” pp. 288–291; p. 70; “Desert Protection,”
“T-Char t,” p. 190; p. 71; “Living Along the
“Portfolios and Reflective Nile” p. 72; “A Highway for
Writing,” pp. 243–252; Trade,” p. 73; “Black Land
“Admit and Exit Slips,” and Red Land,” p. 71
pp. 283–284
• Gift boxes (these may be
• Time, “A Mighty River,” any type of box covered
p. 39; “A Sheltered Land,” with wrapping paper)
pp. 39–40; “How Did the
Egyptians Use the Nile?”
p. 41; “Regular Flooding,”
p. 41

Before
Warm-Up
Small-Group Inquiry: Ask students to quickwrite a response to the
following prompt: What benefits and challenges do you face because of
where you live?
• Have several students share their responses with the class. Student
responses will reveal their understanding of the influence of geography
and may include such benefits as “Pleasant weather and temperature
allow me to spend free time outside at the beach or at the pool” or
challenges such as “High humidity and temperatures make me stay
inside in order to stay cool.”
• Explain to students that, during this lesson, they will explore the
advantages and challenges the ancient Egyptians and ancient Nubians
encountered that were caused by the geographic conditions in the
location in which they chose to build their civilizations.
• Divide the classroom into groups of three students and ask each
Additional Support group to read text selections from Time (“A Mighty River,” “A
Provide struggling students Sheltered Land,” and “How Did the Egyptians Use the Nile?”) and
with graphic organizers in History (“The Nile Through Ancient Egypt,” “Living Along the Nile,”
which to summarize the
information provided in the and “The Gifts of the Nile”).
readings. • Have each group create illustrations of the resources, or “gifts,” the Nile
River provided to ancient Egyptians and ancient Nubians.
• Distribute a gift box to each group and ask the members to create a list
of the gifts the Nile provided. Then have students describe how each gift
benefited the ancient Egyptians and ancient Nubians. Have students
place their gifts in their gift box. Some gifts that students might include
in their box are: fertile land made up of silt, a path for trade with central
Teacher Note/Check-In Africa, and water for irrigation.
Consider creating a
comprehensive list of student • Have groups complete a gallery walk to investigate the contents of each
responses and compiling gift box. Then ask students to add “gifts” to their group’s list that other
those answers for all of your
classes. Teachers should fill
groups mentioned.
in any information gaps to
create a comprehensive list
• As a class, create a list of gifts the Nile provided, using numbers to
for students. prioritize the gifts from most to least important to the survival of a
developing civilization.
• Have students summarize the advantages and challenges the Nile River
posed by completing a T-Chart in their notes.

Unit 3
During
KEY CONCEPT 1
Compare the geography of ancient Egypt and Mesopotamia.
• Ask students to list characteristics of the geography of Egypt as they
independently read the text selections in Time (“A Sheltered Land” and
“Regular Flooding”) and History (“Desert Protection,” “The Gifts of the
Nile,” and “Black Land and Red Land”).
• Students responses will demonstrate their understanding of the
geographic features of Egypt and may include: “The branches of the
Nile create a delta with an area of very fertile soil,” “The Sahara and
Additional Support
eastern deserts lie to the west and east of the Nile River,” “Cataracts
and delta marshes are features of the Nile River,” and “The Nile River Pair students who understand
geographic concepts with
provided both protection from invaders and avenues for trade and students who are struggling.
transportation.” Ask pairs to review the
geographic characteristics of
• Provide all students with an advanced organizer reviewing the geographic Mesopotamia with each other.
characteristics of Mesopotamia.
• Have students complete a Venn diagram to compare the geography of
Mesopotamia and Egypt. Ask students to share their Venn diagrams
with a partner to review their responses.
• Have pairs of students respond to the following discussion prompts:
How were the floods in ancient Egypt different from the floods in
Mesopotamia? How did geography help protect the ancient Egyptians
and ancient Nubians? Which ancient civilization most relied on
waterways for survival: Egypt, Nubia, or Mesopotamia? How did you
determine this?
• Ask several pairs to share their responses with the class. A student might
respond by saying:
• “The floods in ancient Egypt were different from the floods in
Mesopotamia because they happened on a more regular basis and
were not as destructive. Geography helped protect the ancient
Egyptians because the deserts were a natural defense against invaders
from the east or west. Geography was not as protective for the ancient
Nubians because the cataracts and limited areas that were suitable
for living and farming caused the Nubians to live in constant fear of Writing/Reading Skills
flooding. The Egyptians relied on the waterways the most. I think Consider having students
this is true because their entire lives were influenced by the Nile turn their responses into
River. They depended on the river for protection, irrigation, trade, expository paragraphs to
practice organizing their
and transportation—all the basic survival needs for the Egyptian ideas.
civilization.”
Teacher Note/Check-In
After Consider collecting student
• As a reflection, ask students to respond to the lesson question: What responses to the reflection
exercise as an exit slip to
advantages and challenges did the geography of the Nile Valley provide ascertain levels of student
for the ancient Egyptians and ancient Nubians? understanding.

Advanced Homework and Assessment

Ask students who have a
• Ask students to create a cartoon strip illustrating some of the advantages
solid understanding of the and challenges that the Nile River provided the ancient Egyptians or
advantages and challenges ancient Nubians. Have students use at least three of the “gifts” and two
faced by the ancient Egyptian
and Nubian civilizations to of the challenges the Nile provided to the ancient Egyptians or ancient
develop the cartoon strip Nubians.
using pictures only.
Making Connections
EdVantage
Global Outreach: Have students compare the geographic challenges
encountered by the ancient civilizations they learned about during this unit
with recent geographical challenges faced by U. S. residents.
State Assessment: Reading and evaluating secondary source information
provides students with the opportunity to interact with informational text.
Informational text accounts for 60% of the sixth-grade state-assessment
reading section.
State Assessment: Students are involved in comparison and cause-and-
effect analysis while assessing the impact of geography on the ancient
civilizations of Egypt, Nubia, and Mesopotamia. Comparison and cause-
and-effect analysis comprise 15–25% of the sixth-grade state-assessment
reading section.

Sample Student Work
This sample student work represents a proficient, grade-level-appropriate response to the following
section of the Model Lesson:
• Have students summarize the advantages and challenges posed by the

Nile River by completing a T-Chart in their notes.
Advantages of Living in the Nile River Valley Disadvantages of Living in the Nile River Valleye
1) Fertile land allowed Egyptians to grow 1) The river would flood, causing crop damage
surplus crops. and death.
2) T he deserts provided protection from 2) The Nile Delta only allowed settlements to be
invasions from the east and west.q built in a small area.
3) T he river provided avenues for trade 3) Regular droughts caused famine, which
routes. resulted in death.
4) The river provided protection from 4) Cataracts and delta marshes slowed
invasions from the north and south in the transportation.
form of delta marshes and cataracts. 5) The Nile Delta only allowed farming on small
5) The river provided irrigation for farming.w areas.
6) The river provided other resources, such
as papyrus for writing and fish for food.
Commentary on Sample Student Work

q Addresses Learning Objective 3-4 by explaining how the geography of Egypt protected ancient
civilizations from invaders.
w Addresses Learning Objective 3-5 by explaining the ways ancient civilizations used and
manipulated the waterways for their benefit.
e Addresses benchmark Standard 2 (the interactions of people and the physical environment) by
determining the impact of geography on civilization.

Unit 3
Key Concept 2
Ancient Egyptian and ancient Nubian artifacts reflect the social values of those civilizations.
Learning Objectives
3-7 Identify and describe the different social classes in ancient Egyptian society. (SS.A.2.3.8)
3-8 Interpret artifacts to evaluate the role of women in ancient Egypt and in ancient Nubia.
(SS.A.2.3.1, SS.A.3.3.1)
3-9 Interpret artifacts to make inferences about the life of an ancient Egyptian noble.
(SS.A.1.3.2, SS.A.2.3.8)
3-10 Compare and contrast the lives of nobles and peasants in ancient Egypt. (SS.A.2.3.8)
3-11 Create stories to compare and contrast different social classes in the modern United
States. (SS.A.2.3.8)
Resources
Various Web sites
Vocabulary
building.
artisan noble social mobility upper class
lower class peasant surplus
middle class servant unskilled worker

Unit 3
Unit 3
KEY CONCEPT 2

1 3-7 Introducing the Key Concept TSR, “DBQs,”

3-11 pp. 513–515
Social Class Pyramid
Time, “Social Class
Pyramid,” p. 45
History, “Slavery,” p. 89
2 3-8 Egyptian Women Time, “Social Class

Pyramid,” p. 45
History, “Women of
Egypt,” p. 90
3 3-9 A Noble Life TSR, “Using and

Analyzing Information,”
pp. 473–475
Various Web sites
4 3-9 Farmers and Nobles: Worlds Apart Various Web sites

3-10
Social Class Today
3-11

KEY CONCEPT 2: Ancient Egyptian and ancient Nubian artifacts reflect the social values of those civilizations.
Learning Objectives
3-7: Identify and describe the different social classes in ancient Egyptian society. (SS.A.2.3.8)
3-8: Interpret artifacts to evaluate the role of women in ancient Egypt and in ancient Nubia. (SS.A.2.3.1, SS.A.3.3.1)
3-9: Interpret artifacts to make inferences about the life of an ancient Egyptian noble. (SS.A.1.3.2, SS.A.2.3.8)
3-10: Compare and contrast the lives of nobles and peasants in ancient Egypt. (SS.A.2.3.8)
3-11: Create stories to compare and contrast different social classes in the modern United States. (SS.A.2.3.8)
Introducing the Key Concept 15 min Social Class Pyramid 30 min
Whole-Group Discussion: Ask the following Learning Objective(s): 3-7, 3-11

types of questions to help students define Whole-Group Inquiry: Complete the
“social class,” so they can understand its impact following experiential and DBQ activities to
on daily life in the past and in the present: interpret the social class pyramid.
• Which groups of people in our society have • Arrange student desks as a pyramid and
the most power and wealth? Which groups assign each row a social class.
of people in our society have some power
and wealth? Which groups of people in our • Have students analyze the “Social Class
society have the least power and wealth? Pyramid.” Ask: What types of clothes does
your social class wear? What type of work
• How does your social class influence your do you do? What types of tools do you use?
perspective? (See Model Lesson.) Allow one student from each row of the
pyramid to share the row’s responses.
• Ask: Which positions might apply to each
social class today? (For example, the Pharaoh
might be a CEO and scribes might be
teachers.)
• Have students read “Slavery.” Ask: Where
does slavery fit into the Egyptian social class
pyramid? (See Model Lesson and Sample
Student Work.)
Resources
TSR, “DBQs,” pp. 513–515
Time, “Social Class Pyramid,” p. 45
History, “Slavery,” p. 89

Classroom Management: Discourage students
from making negative comments about
different social classes or jobs.

Unit 3
KEY CONCEPT 2
Egyptian Women 30 min A Noble Life 45 min
Learning Objective(s): 3-8 Learning Objective(s): 3-9

Paired Analysis: Analyze and interpret Individual Writing: Have students write
paintings of Egyptian women to generate an obituary for the ancient Egyptian noble
hypotheses about the role of women in ancient Nebamun, based on the wall paintings inside
Egypt. his tomb.
• Ask: Based on the “Women of Egypt” • Define “obituary” and provide examples. If
paintings, what were ancient Egyptian possible, use a famous person’s obituary as an
attitudes toward women? example.
• Revisit the “Social Class Pyramid.” Ask: • Have students access the “Nebamun’s tomb”
What types of occupations did ancient Web site.
Egyptian women have? • Have students analyze each wall painting
• Have students read “Women of Egypt” to and record notes about the different tools,
test their hypotheses. activities, and people in Nebamun’s life.
• Ask students to draft an obituary to retell
Resources Nebamun’s life. Include details of his
Time, “Social Class Pyramid,” p. 45 occupation, his family, his possessions, and
History, “Women of Egypt,” p. 90 his significance.
Adaptations and Notes Resources
Learning Styles: Have students paint a scene TSR, “Using and Analyzing Information,”
that realistically depicts women in ancient pp. 473–475
Egypt.
Nebamun’s Tomb
Reading Skills: Allow struggling readers to www.ancientegypt.co.uk/life/explore/main.
read “Family Life” (instead of “Women of html
Egypt”) to test their hypotheses.
Advanced: Have students create a wall painting
panel that represents their own lives.
Writing Skills: Provide students with a writer’s
checklist for composing their obituary.

Learning Objectives
Farmers and Nobles: Social Class Today 20 min

Worlds Apart 25 min
Learning Objective(s): 3-9, 3-10 Individual Writing: Have students write
Paired Inquiry: Have students compare and stories about modern-day social classes.
contrast the lives of a noble and a farmer in • Have students choose one of the social classes
ancient Egypt by completing the following from the “A Day in the Life” Web site. Ask
activities: them to think of a modern-day equivalent
• Have students access the “A Day in the Life” for one of the Egyptian roles.
Web site. Have half of the students read • Have students read a story about the
about a noble and half of the students read Egyptian social classes.
about a farmer.
• Then ask students to write a modern-day
• Have students list ten adjectives that describe version of “A Day in the Life” using the
the life of either the noble or the farmer. ancient Egyptian version as a model.
• Have each student share his or her adjectives • Allow students to share their modern-day
with the class. Then have the class compare version. Ask: How is life different today for
the adjectives chosen for each social class. people from different social classes?
Resources Resources
A Day in the Life A Day in the Life
www.pbs.org/empires/egypt/special/lifeas/ www.pbs.org/empires/egypt/special/lifeas/
farmer.html farmer.html
Adaptations and Notes Adaptations and Notes
Additional Support: Have students use a Venn EdVantage
diagram (TSR, p. 193) to organize the adjectives Core Values: Explain that even though some
for nobles and farmers. social classes have more wealth and power than
Advanced: Have students write a paragraph others, the people who make up the different
about nobles or farmers, using the adjectives social classes have equal value.
they brainstormed.

Unit 3
KEY CONCEPT 2
Connections
EdVantage
Core Values: Having students study the lives
of ancient Egyptians and ancient Nubians from
different social classes promotes the EdVantage
belief that all people add value to society.
Across Disciplines
Visual Arts: Have students create a tomb wall
painting to represent each ancient Egyptian
social class.

Learning Objectives

Advanced students could complete a more in-depth Some students might lack the prerequisite knowledge
study of Egyptian society by examining modern and skills to thoroughly meet the learning objectives
Egyptian life and comparing it with their own. They within Key Concept 2. Consider adapting certain
could create a cross-cultural diagram displaying the activities and providing visual aids to promote
similarities and differences between Egyptian and mastery of the content in Key Concept 2.
American children and undertake the following • Display a poster-sized version of the “Social Class
activities: Pyramid” throughout Key Concept 2, and all of
• Research the following topics: modern Egyptian Unit 3 if needed, to help support visual learners.
clothing, schools, food, sports, holidays, music, • Consider omitting the “Social Class Today”
and social attitudes. activity to provide more time for students to
• Reflect on the topics above as they relate to complete Nebamun’s obituary.
American children. • Scaffold “Farmers and Nobles: World’s Apart”
• Create a poster with some images that are unique by having students first brainstorm adjectives to
to each culture and some that are different. For describe their own lives. Also consider having
example, jeans are fashionable in most American students brainstorm five adjectives rather than
schools, while uniforms are required in Egyptian ten.
schools.
Resources
Resources TSR, “Differentiating for learning styles: Visual
A Day in the Life (modern version): Spatial Learners,” p. 404
http://www.timeforkids.com/TFK/ (select
“Grades 4–6/around the world/Egypt/a day in
the life”)

Unit 3
KEY CONCEPT 2
Consider beginning a pen-pal correspondence
Textbook between your school and a school in Egypt.
Time, “Egypt’s Social Classes,” pp. 45–46
You can use this Web site to locate pen pals for your
History, “Social Classes,” p. 89; “Lives of the students:
Peasants,” p. 90 www.studentsoftheworld.info/menu_penpals.php3
Recommended Readings
Waryncia, Lou. If I Were a Kid in Ancient Egypt.
Peterborough, NY: Carus Publishing Company,
2006.
Hazen, Walter. Everyday Life: Ancient Times. Tucson,
AZ: Good Year Books, 2005.
Web Sites
Egyptian Life
www.ancientegypt.co.uk/life/index.html
Egypt’s Golden Empire
www.pbs.org/empires/egypt/index.html
Egyptomania
www.clevelandart.org/kids
Multimedia
Discovery Channel School. “Journals Through
History: Ancient Egypt: Constructing
Civilization at Unitedstreaming:
Antonio Loprieno et al. Empires: Egypt’s Golden
Empire, DVD. PBS Paramount, 2005.

Teacher’s Notes


Unit 3
KEY CONCEPT 2

Unit 3
Model Lesson
KEY CONCEPT 2
What can we tell about the beliefs and values of a civilization based on its social class structure?
In this Model Lesson, students use DBQ activities to analyze and assess the beliefs and values of
ancient and modern civilizations as illustrated by social class structure.
Rationale
It is important for students to be able to evaluate cultural artifacts, ideas,
and clues to construct meaning and develop an understanding of the
actions and choices of ancient, as well as modern, people.
This model lesson demonstrates an opportunity to discuss the EdVantage
Core Values of Diversity, Value and Respect.
Learning Objectives
3-7: Identify and describe different social classes in ancient Egyptian
society. (SS.A.2.3.8)
3-11: Create stories to compare and contrast different social classes in the
modern United States. (SS.A.2.3.8)
Materials
• TSR, “DBQs,” • What Works

pp. 513–515; “Think- Pair- Clearinghouse
Share,” pp. 272–27 3; www.w-w-c.org
“A–Z Brainstorming,”
pp. 195–196
• Teaching Best Practices
www.cmu.edu/teaching/
• Time, “Egypt’s Social resources
Classes,” pp. 45–46;
“Social Class Pyramid,”
p. 45
• History, “Social
Classes,” p. 89;
“Slaver y,” p. 89

Before
Warm-Up
Group Discussion: Write the following prompts on the board:
• Which groups of people in our society have the most power and
Additional Support wealth?
Provide struggling students • Which groups of people in our society have some power and wealth?
with a three-column graphic • Which groups of people in our society have the least power and
organizer with the brainstorm
questions listed at the top of wealth?
each column so students can • Have students brainstorm responses to the prompts. Student responses
organize their thoughts and
ideas.
will provide the teacher with information about what they believe
regarding the influence of wealth and power in modern society.
• Have students think-pair-share their responses. Then ask each pair to
Teacher Note/Check-In
post responses on chart paper. Have several pairs explain their responses
Consider reviewing the rules
of brainstorming with the
to the class.
class. Use this activity to help
students consider and accept
• Provide students with examples of situations in which social class
ideas that may be different influences people’s perception of events. Consider sharing a picture book
from their own. or current newspaper article illustrating the influence of social status on
perspective.
• Ask students to respond to the following discussion prompt: How does
Classroom Management
social class influence perspective? Student responses will illustrate their
Consider using Web resources
such as What Works
understanding of the cause-and-effect relationship between social class
Clearinghouse or Teaching and people’s perspective. Responses may include ideas such as “When
Best Practices to assist with people are rich, they really don’t worry about money,” or “People who
instructional decision making.
don’t have much money seem to worry about how they are going to get
more.”
• Explain to students that this lesson will focus on social structure and
social class in ancient Egypt. Inform students that they will be expected
to compare social structure and social class in ancient Egypt with
modern-day Egypt.
During
Group Inquiry: Arrange student desks into a pyramid and assign each
row a social class. Rows will be named either “Pharaoh,” “Priests and
Nobles,” “Traders, Artisans, Shopkeepers, and Scribes,” “Farmers and
Herders,” or “Unskilled Workers.”
• Have students jigsaw “Social Classes” from History or “Egypt’s Social
Classes” from Time, with each row reading the section that corresponds
to its assigned role. Tell students that they will be expected to respond to
questions pertaining to their assigned role.

Unit 3
• Ask students to use the following questions to guide their group work:
KEY CONCEPT 2
•
What types of clothing are worn by the (insert role group)? Advanced
•
What types of tools are used by the (insert role group)?
Have students research social
•
What types of homes did the (insert role group) live in? classes in modern Egypt
•
What type of work is done by the (insert role group)? (See Sample and compare them to social
classes in ancient Egypt.
Student Work.)
• Have student groups draw a picture to represent their assigned role.
• Ask groups to share their visual representations with the class.
After
• Have students complete an exit slip by responding to the following Teacher Note/Check-In
prompt: Which modern-day occupations might apply to ancient social Information that students
classes? Consider providing students with a response, such as “Teachers need to begin working
on the Unit Performance
today might have been scribes in ancient Egypt because they are trained Assessment is addressed in
in writing as well as explaining ideas and concepts.” this activity. Have students
consider which role they will
choose to complete the Unit
Homework and Assessment Performance Assessment.
• Have students read “Slavery” and ask them to consider where slavery
fits into the Egyptian social class pyramid. Then, ask students to write
a one-paragraph explanation of where they think slavery fits into the
Egyptian social class pyramid.
Making Connections
EdVantage: Analyzing the composition of the different social classes in
ancient Egypt supports the EdVantage belief that all people add value to
society.
State Assessment: Reading and evaluating secondary source information
provides students with the opportunity to interact with informational text.
Informational text comprises up to 60% of the sixth-grade state assessment
reading section.

Sample Student Work
This sample student work represents a proficient, grade-level-appropriate response to the following section
of the Model Lesson:
During
Group Inquiry
• Arrange student desks into a pyramid and assign each row a social class. Rows will be
named either “Pharaoh,” “Priests and Nobles,” “Traders, Artisans, Shopkeepers, and
Scribes,” “Farmers and Herders,” or “Unskilled Workers.”
• Have students jigsaw “Social Classes” from History or “Egypt’s Social Classes” from
Time, with each row reading the section that corresponds to its assigned role. Tell
students that they will be expected to respond to questions pertaining to their assigned
role.
• Ask students to use the following questions to guide their group work:
• What types of clothing are worn by the (insert role group)?
• What types of tools are used by the (insert role group)?
• What types of homes did the (insert role group) live in?
• What type of work is done by the (insert role group)?
The priests and nobles were part of the upper class in ancient Egypt. The priests and nobles wore clothing
made of white linen. They wore heavy eye makeup and jewelry that most people traditionally think of when they
imagine the upper class in ancient Egypt. q Wearing this type of clothing, makeup, and jewelry helped priests
and nobles to look different from other social classes, much like Kings and Queens in England or some priests in
modern-day churches who dress differently to illustrate the importance of their social status. w
Priests and nobles worked as the government officials in ancient Egypt. They lived in large, fancy houses with
lush gardens and had servants who waited on them. A few weekends ago, my family visited Miami Beach and we
saw some enormous oceanfront homes, with beautiful landscapes and beaches. I think that this is a perfect
example of how our society thinks like the ancient Egyptians, because large homes represent high social status
in both societies. e
Commentary on Sample Student Work

q Addresses Learning Objective 3-7 by identifying and describing a social class in ancient Egyptian
society.
w Addresses Learning Objective 3-11 by comparing the priests and nobles of ancient Egypt to British
nobility and modern-day priests.
e Addresses benchmark Standard 2 (understands how the language, ideas, and institutions of one culture
can influence another culture) by providing a modern-day example of an idea he or she learned about in
reference to an ancient culture.

Unit 3
Key Concept 3
Ancient Egypt’s and ancient Nubia’s kings and queens were powerful rulers.
Learning Objectives
3-12 Identify the role of the pharaoh and the source of his or her power. (SS.A.2.3.8,
SS.A.3.3.5)
3-13 Analyze and assess Queen Hatshepsut’s reign in ancient Egypt. (SS.A.2.3.5)
3-14 Compare and contrast Hatshepsut’s rule with the reign of Thutmose III. (SS.A.2.3.5)
3-15 Analyze and assess the rule of Ramses II. (SS.A.2.3.5)
3-16 Research and analyze the discovery of King Tutankhamen’s tomb. (SS.A.3.3.5)
3-17 Assess the ethical practices of the archeological and scientific examinations of King
Tutankhamen’s tomb. (SS.A.3.3.5)
Resources
Various Web sites
Vocabulary
building.
absolute power empire tribute
dictator pharaoh unify
dynasty tomb

Unit 3
Unit 3
KEY CONCEPT 3

Day Learning Objectives Instructional Approaches Core Resource
1 3-12 Introducing the Key Concept TSR, “Double-Entry

Notebooks,”
Powerful Pharaohs
pp. 168–169
Time, “Old Kingdom
Rulers,” p. 48
History, “From Dynasty
to Dynasty,” p. 75;
“All-Powerful
Pharaohs,” pp. 75–76
2 3-13 Hatshepsut: Pharaoh Queen TSR, “Annotating the

3-14 Text,” p. 98
Thutmose III: Egypt Expands Its Empire
Time, “Hatshepsut,”
p. 63; “Expanding the
Empire,” p. 62
History, “The Pharaoh
Queen,” p. 78;
“Thutmose III Rules,”
p. 79
Various Web sites
3 3-15 Ramses the Great? TSR, “A–Z Brainstorming

Variations,” pp. 195–196
Time, “Ramses II,” p. 66
Various Web sites
4 3-16 The Mystery of King Tut TSR, “Quotes/Notes/

3-17 Comments,”
pp. 108–109; “Four-
Corners Debate,”
pp. 259–261
Web resource(s)

KEY CONCEPT 3: 2: Ancient Egypt’s
Egyptianand
andancient
ancientNubia’s
Nubiankings
artifacts
and reflect
queensthe
were
social
powerful
valuesrulers.
of those civilizations.
Learning Objectives
3-12:Identify
3-7: Identifyand
thedescribe
role of the
thepharaoh
differentand
social
theclasses
sourceinof ancient
his or her
Egyptian
power. society.
(SS.A.2.3.8,
(SS.A.2.3.8)
SS.A.3.3.5)
3-8: Interpret
3-13: Analyze artifacts
and assessto Queen
evaluateHatshepsut’s
the role of women
reign ininancient
ancientEgypt.
Egypt(SS.A.2.3.5)
and in ancient Nubia. (SS.A.2.3.1, SS.A.3.3.1)
3-9: Interpret
3-14: Compareartifacts
and contrast
to make Hatshepsut’s
inferences rule
aboutwith
thethe
lifereign
of an of
ancient
Thutmose
Egyptian
III. (SS.A.2.3.5)
noble. (SS.A.1.3.2, SS.A.2.3.8)
3-10: Analyze
3-15: Compareand andassess
contrast
the the
rulelives
of Ramses
of nobles
II. and
(SS.A.2.3.5)
peasants in ancient Egypt. (SS.A.2.3.8)
3-11: Create
3-16: Researchstories
and to
analyze
comparethe and
discovery
contrast
of King
different
Tutankhamen’s
social classestomb.
in the(SS.A.3.3.5)
modern United States. (SS.A.2.3.8)
3-17: Assess the ethical practices of the archeological and scientific examinations of King Tutankhamen’s tomb. (SS.A.3.3.5)
Introducing the Key Concept 10 min Powerful Pharaohs 35 min
Individual Brainstorming: “He is the god Learning Objective(s): 3-12

Re whose beams enable us to see/He gives Individual Writing: Have students complete
more light to the Two Lands than the sun’s a double-entry response in their notebooks to
disc/He makes Earth more green than the Nile describe the power of the pharaohs from the
in flood/He has filled the Two Lands with perspective of an ancient Egyptian.
strength and life.”
• Ask students to read “From Dynasty to
Use the following prompt to have students Dynasty” and “All-Powerful-Pharaohs.”
quickwrite a response to the above description
of a pharaoh: • Have students complete a double-entry
response in their notebooks recording the
• Ask: Based on the poem, why did ancient poem from the Introduction to the Key
Egyptians allow their pharaohs to have Concept approach in the left column and
absolute power? their own version in the right column.
Resources • Ask: How did a pharaoh come to power?
History, “All-Powerful Pharaohs,” pp. 75–76 What powers did pharaohs supposedly
possess?
Resources
TSR, “Double-Entry Notebooks,” pp. 168–169
Time, “Old Kingdom Rulers,” p. 48
History, “From Dynasty to Dynasty,” p. 75;
“All-Powerful Pharaohs,” pp. 75–76

Advanced: Have students create a timeline to
reflect influential Egyptian dynasties.

Unit 3
KEY CONCEPT 3: 2: Ancient Egypt’s
Egyptianand
andancient
ancientNubia’s
Nubiankings
artifacts
and reflect
queensthe
were
social
powerful
valuesrulers.
of those civilizations.
KEY CONCEPT 3
Hatshepsut: Pharaoh Queen 25 min Thutmose III:
Egypt Expands Its Empire 20 min
Paired Analysis: Have students interpret Learning Objective(s): 3-13, 3-14
a biography to analyze the reign of Queen Paired Reflection: Have students create a
Hatshepsut. wall relief to reflect the differences between
• Have students read “Hatshepsut” and Hatshepsut’s and Thutmose III’s rules.
annotate the text to highlight Hatshepsut’s • Have students read “Expanding the Empire”
accomplishments. and annotate the text to note Thutmose
• Have students write a letter to Hatshepsut III’s accomplishments. Ask them to record
from the perspective of an ancient Egyptian. the similarities and differences between
In the letter, have them explain why they Hatshepsut’s and Thutmose III’s rules.
think she was or was not a great leader, citing • Have students create an ancient Egyptian wall
specific examples from the text to support relief displaying Hathsepsut’s and Thutmose
their claims. III’s accomplishments as pharaohs. Use the
examples provided in the Resources section.
Resources
TSR, “Annotating the Text,” p. 98 Resources
Time, “Hatshepsut,” p. 63 TSR, “Annotating the Text,” p. 98
History, “The Pharaoh Queen,” p. 78 Time, “Expanding the Empire,” p. 62
History, “Thutmose III Rules,” p. 79
Wall Relief
Teacher Note: Show students that in
www.ancientegypt.co.uk/pharaoh/explore/
“Hatshepsut” the text claims her stepson killed
main.html
her; in “Expanding the Empire” it claims that
her nephew killed her; and in “The Pharaoh Adaptations and Notes
Queen” it claims we do not know if her stepson Advanced: Have student research the death of
killed her or not. Use this discrepancy to Queen Hatshepsut to determine if Thutmose III
discuss the importance of verifying sources. killed her and, if so, what his motives may have
been.
Reading Skills: Demonstrate how to use the
“Egyptian Kingdoms” map in conjunction with
the “Expanding the Empire” reading.

KEY CONCEPT 3: Ancient Egypt’s and ancient Nubia’s kings and queens were powerful rulers.
Learning Objectives
3-12: Identify the role of the pharaoh and the source of his or her power. (SS.A.2.3.8, SS.A.3.3.5)
3-13: Analyze and assess Queen Hatshepsut’s reign in ancient Egypt. (SS.A.2.3.5)
3-14: Compare and contrast Hatshepsut’s rule with the reign of Thutmose III. (SS.A.2.3.5)
3-15: Analyze and assess the rule of Ramses II. (SS.A.2.3.5)
3-16: Research and analyze the discovery of King Tutankhamen’s tomb. (SS.A.3.3.5)
Ramses the Great? 45 min The Mystery of King Tut 30 min
Learning Objective(s): 3-15 Learning Objective(s): 3-16, 3-17

Paired Inquiry: Ramses II, also known as Debate: Have students assess the archeological
Ramses the Great, is considered to have been and scientific examinations of King
one of the most influential and powerful Tutankhamen’s tomb by completing the
rulers in the history of Egypt and Nubia. following activities:
Have students conduct a historical investigation • Have students read “A Face from the Past”
and make their own claims about whether and use the quotes/notes/comments note-
Ramses II was really so great. taking strategy. Ask: Why are people curious
• Have students brainstorm about the qualities about King Tut? What methods have been
that make a leader great. Then have students used to learn more about King Tut?
read “Ramses II” to begin their research. • Conduct a four-corners debate using the
• Provide students with scholarly and academic following types of statements: It is important
Internet sources to conduct independent to learn about ancient civilizations and
research. leaders. We should use technology to learn
more about the past. It is unethical to
• To help guide student research, ask: How
disturb tombs. The body of someone who
did Ramses II help protect and expand the
died should not be displayed if they did not
Egyptian empire? Which monuments did
give permission.
he restore and construct? What qualities of a
great leader did he possess?
Resources
TSR, “Four-Corners Debate,” pp. 259–261;
Resources
“Quotes/Notes/Comments,” pp. 108–109
TSR, “A–Z Brainstorming Variations,”
pp. 195–196 A Face from the Past
http://www.timeforkids.com/TFK/kids
Time, “Ramses II,” p. 66
(Select “News/Past Stories 2007/Page 2/A
Ramses II Face from the Past.”)
www.ancientegypt.co.uk/pharaoh/story/
main.html Adaptations and Notes
EdVantage: Have students survey their
Adaptations and Notes schoolmates using the four-corners debate
Teacher Note: See additional resources for statements.
Internet sources on Ramses II.

Unit 3
KEY CONCEPT 3
Connections
EdVantage
Core Values: Have students reflect on the
qualities of a good leader throughout Key
Concept 3. Encourage them to take on
different leadership roles within their school
and community.

Learning Objectives
3-12: Identify the role of the pharaoh and the source of his or her power. (SS.A.2.3.8, SS.A.3.3.5)
3-13: Analyze and assess Queen Hatshepsut’s reign in ancient Egypt. (SS.A.2.3.5)
3-14: Compare and contrast Hatshepsut’s rule with the reign of Thutmose III. (SS.A.2.3.5)
3-15: Analyze and assess the rule of Ramses II. (SS.A.2.3.5)
3-16: Research and analyze the discovery of King Tutankhamen’s tomb. (SS.A.3.3.5)

Advanced students could complete a more in- Some students might lack the prerequisite knowledge
depth study of Egyptian rulers and the concept and skills to thoroughly meet the learning objectives
of leadership by choosing a specific pharaoh within Key Concept 3. Consider adapting certain
and researching his or her life. Have students activities to promote mastery of the content in Key
create a visual representation of the pharaoh’s Concept 3.
accomplishments. • Explain the figurative language in the “Powerful
• Research one of the pharaohs studied during Key Pharaohs” poem to help ELL students and
Concept 3, or any other Egyptian or Nubian struggling readers understand its content.
ruler of interest. Make sure students take notes • Have students complete all of the readings on
on the pharaoh’s achievements in battles, politics, Hatshepsut and Thutmose III but allow them to
architecture, and other areas of interest. choose which activity they would like to complete.
• Create a poster, sculpture, or any type of visual • Use a graphic organizer to help students organize
representation to symbolize the pharaoh’s their notes on Hatshepsut, Thutmose III, and
achievements. Ramses II.
• Have students complete a short writing
assignment explaining their visual representation.
Resources
Resources on Egyptian pharaohs:
www.ancientegypt.co.uk/pharaoh/index.html
www.pbs.org/empires/egypt/newkingdom/
index.html
www.touregypt.net/kings.htm

Unit 3
KEY CONCEPT 3
Use current events to teach students about the
Textbook current Egyptian government and its leaders.
History, “The New Kingdom,” p. 77
“Thutmose III Rules,” p. 79
Nardo, Don. Ramses II: Ruler of Ancient Egypt.
Berkeley Heights, NJ: Enslow Publishers, 2006.
Payne, Elizabeth. The Pharaohs of Ancient Egypt.
New York: Random House, 1992.
Web Sites
Pharaohs:
www.ancientegypt.co.uk/pharaoh/index.html
index.html
Ramses II:
www.ancientegypt.co.uk/pharaoh/story/main.
html
ramesses.html
www.touregypt.net/featurestories/treaty.htm
Audio/Visual
Ancient Mysteries: The Secret Life of King Ramses II.
DVD. A&E TV Network: A&E Home Video,
2000.

Teacher’s Notes


Unit 3
KEY CONCEPT 3

Unit 3
Key Concept 4
Ancient Egypt’s advancements in writing teach historians about their history and culture.
Learning Objectives
3-18 Identify and analyze hieroglyphs as a system of writing. (SS.A.2.3.2, SS.A.3.3.1)
3-19 Assess the importance of the Rosetta Stone as a key to understanding ancient Egypt.
(SS.A.2.3.2, SS.A.3.3.1)
3-20 Determine and investigate the spheres of ancient Egyptian life in which hieroglyphs were
used. (SS.A.2.3.2, SS.A.3.3.1)
3-21 Compare and contrast the role of ancient Egyptian scribes with ancient Mesopotamian
scribes. (SS.A.2.3.2, SS.A.3.3.1)
3-22 Analyze “The Prince Who Knew His Fate,” a translated ancient Egyptian folktale.
(SS.A.3.3.1)
Resources
Various Web sites
Vocabulary
building.
folktale papyrus scroll
hieroglyphs reed translate
myth Rosetta Stone

Unit 3
Unit 3
KEY CONCEPT 4

1 3-18 Introducing the Key Concept TSR, “Open Mind,”

pp. 180–181
Write Like an Egyptian
Time, “What Were
Hieroglyphics?” p. 42
History, “A New System
of Writing,” p. 91;
“Writing Materials,”
p. 91; “Hieroglyphs
Chart,” p. 91
Various Web sites
2 3-19 The Rosetta Stone History, “Unlocking a

Mystery,” p. 92
Various Web sites
3 3-20 Scribe for Hire Various Web sites

3-21
4 3-22 “The Prince Who Knew His Fate” TSR, “Shared Reading,”
p. 99
Time, “The Prince Who
Knew His Fate,”
pp. 53–58

KEY CONCEPT 4: Ancient Egypt’s advancements in writing teach historians about their history and culture.
Learning Objectives
3-18: Identify and analyze hieroglyphs as a system of writing. (SS.A.2.3.2, SS.A.3.3.1)
3-19: Assess the importance of the Rosetta Stone as a key to understanding ancient Egypt. (SS.A.2.3.2, SS.A.3.3.1)
3-20: Determine and investigate the spheres of ancient Egyptian life in which hieroglyphs were used. (SS.A.2.3.2, SS.A.3.3.1)
3-21: Compare and contrast the role of ancient Egyptian scribes with ancient Mesopotamian scribes. (SS.A.2.3.2, SS.A.3.3.1)
3-22: Analyze “The Prince Who Knew His Fate,” a translated ancient Egyptian folktale. (SS.A.3.3.1)
Introducing the Key Concept 15 min Write Like an Egyptian 30 min
Individual Brainstorming: To introduce Learning Objective(s): 3-18

hieroglyphs and the importance of having a Individual Analysis: Have students analyze
written system of language, ask students to hieroglyphs and the tools used for writing in
brainstorm the different ways they use writing ancient Egypt.
every day.
• Ask students to read “A New System of
• Have students complete an open mind Writing” and “Writing Materials” to learn
graphic organizer, listing ways in which about the origins of hieroglyphs.
they use writing: emails, note taking, text
messages, etc. • Have students analyze the “Hieroglyphs
Chart” to learn the meanings of different
• Student brainstorms should include forms symbols.
of writing that students read, such as
instruction manuals, novels, textbooks, and • Have students practice writing their names
letters. using hieroglyphs. Use the “Hieroglyphs”
Web site to check for correct translations.
• Ask: How important is writing in your daily
life? What are the advantages of developing Resources
a system of writing? How does the History, “A New System of Writing,” p. 91;
development of writing impact civilization?
“Writing Materials,” p. 91; “Hieroglyphs
Chart,” p. 91
Resources
TSR, “Open Mind,” pp. 180–181 Time, “What Were Hieroglyphics?” p. 42
Hieroglyphs
www.pbs.org/empires/egypt/special/
hieroglyphs/name_spell.html

Classroom Management: Prepare a classroom
station with art supplies for students to write
and decorate their names in hieroglyphs.

Unit 3
KEY CONCEPT 4
The Rosetta Stone 30 min Scribe for Hire 45 min
Learning Objective(s): 3-19 Learning Objective(s): 3-20, 3-21

Paired Analysis: Have students complete the Small-Group Inquiry: Divide the class into six
following activities to understand how the Rosetta small groups to complete a jigsaw activity about
Stone was translated and to comprehend its the roles of ancient Egyptian scribes.
significance. • Have each group access the Web site “Where
• Ask: If the ancient Egyptians are long gone, Was Writing Used?”
how do archaeologists know how to read their
hieroglyphs? After students respond to this • Have each group read “The Scribe.” Then
question, introduce them to the Rosetta Stone assign each group one of the following
and have them read “Unlocking a Mystery.” sections: “School,” “Fields,” “Tombs,”
“Army,” “Government,” “Temple.” Have
• Have students complete the “Kamose Stela” groups explain the role of a scribe within
Web activity to practice translating hieroglyphs. their assigned section.
• Ask: How has Jean François Champollion’s
interpretation of hieroglyphs helped us learn • Have each group share its notes and
about ancient Egypt? complete a class chart on scribes in ancient
Egypt.
Resources • Ask students to revisit their notes about
History, “Unlocking a Mystery,” p. 92 scribes in Mesopotamia to compare and
Kamose Stela contrast them with scribes in ancient Egypt.
www.pbs.org/empires/egypt/special/
hieroglyphs/kamose.html Resources
Rosetta Stone Where Was Writing Used?
www.ancientegypt.co.uk/writing/rosetta.html www.ancientegypt.co.uk/writing/explore/
main.html
Additional Support: Engage ELL students by Adaptations and Notes
asking them to compare their process of learning Additional Support: Provide a graphic
English with the unlocking of the Rosetta Stone. organizer for students to record notes on the
different roles of the scribe.
Advanced: Have students conduct independent
research to learn more about Pharaoh Kamose and
the Kamose Stela

Learning Objectives
The Prince Who Connections

Knew His Fate 45 min
Across Disciplines
Learning Objective(s): 3-22 Language Arts: Students will have studied
Whole-Group Reading: Complete a shared written narratives in Units 1 and 2 of their
reading of “The Prince Who Knew His Fate.” grade 6 English Language Art class. Ask
students to apply their knowledge of plot,
• Begin class by defining the characteristics
character development, and theme when they
of a folktale. Ask students if they have ever
analyze folktales in this unit.
heard of or read any folktales.
Visual Arts: Have students create paintings
• Start a shared reading of “The Prince Who
using hieroglyphs.
Knew His Fate.” Ask students to predict what
the story might be about based on the title.
While reading, explain to the class which
details of the story are factual (such as its
setting) and which details are imaginary.
• Ask: What is the purpose of a folktale? What
is the message in this folktale? How can we
learn about the values of a culture by reading
its folktales?
Resources
TSR, “Shared Reading,” p. 99
Time, “The Prince Who Knew His Fate,”
pp. 53–58

Additional Support: Encourage kinesthetic
learners to act out scenes from the story.

Unit 3
KEY CONCEPT 4

Learning Objectives

Advanced students could meet the learning Some students might lack the prerequisite knowledge
objectives for Key Concept 4 by creating their own and skills to thoroughly meet the learning objectives
ancient Egyptian folktale as an independent writing within Key Concept 4. Consider adapting certain
assignment. Each folktale should meet the following activities to promote mastery of the content in Key
guidelines: Concept 4.
• Create a title for the folktale and write the title in • Provide an advanced organizer with information
English and hieroglyphs. about Mesopotamian scribes from Unit 2.
• Make the main character an ancient Egyptian • Provide a blank Venn diagram graphic organizer
scribe. Include realistic details of a scribe’s life. for students to compare and contrast scribes from
ancient Mesopotamia and ancient Egypt.
• Utilize the structure of “The Prince Who Knew
His Fate.” Create mythological characters • Have students create a vocabulary log with new
and a message for the reader. Include several vocabulary from “The Prince Who Knew His
illustrations. Fate.”
Resources Resources
Time, “The Prince Who Knew His Fate,” pp. 53–58 TSR, “Venn Diagram,” pp. 193–194; “Vocabulary
Log,” p. 9
Hieroglyphics Alphabet:
www.pbs.org/empires/egypt/special/hieroglyphs/
alphabet.html
Where Was Writing Used?
www.ancientegypt.co.uk/writing/explore/main.
html

Unit 3
KEY CONCEPT 4
Additional Resources
Textbook
Time, “What Were Hieroglyphics?” p. 42
Milton, Joyce, and Charles Micucci. Hieroglyphs.
New York: Grossett & Dunlap, 2000.
McDermott, Bridget, and Joan Fletcher. Decoding
Egyptian Hieroglyphs: How to Read the Secret
Language of the Pharaohs. San Francisco:
Chronicle Books, 2001.
Donoughue, Carol. The Mystery of the Hieroglyphs:
The Story of the Rosetta Stone and the Race to
Decipher Egyptian Hieroglyphs. New York:
Oxford University Press, 2002.
Web Sites
Hieroglyph Activities
www.pbs.org/empires/egypt/special/hieroglyphs/
introduction.html
Egyptian Scripts
www.ancientegypt.co.uk/writing/story/main.
html
Hieroglyphs Dictionary
http://hieroglyphs.net/0301/cgi/pager.pl?p=01

Teacher’s Notes


Unit 3
KEY CONCEPT 4

Unit 3
Key Concept 5
Religion was a central motivator in ancient Egyptian and ancient Nubian life.
Learning Objectives
3-23 Name and describe the important ancient Egyptian gods and goddesses. (SS.A.2.3.8,
SS.A.3.3.5)
3-24 Analyze the ancient Egyptian creation story. (SS.A.2.3.8, SS.A.3.3.5)
3-25 Compare the ancient Egyptian creation story with monotheistic creation stories.
(SS.A.2.3.8, SS.A.3.3.5)
3-26 Explain and describe the purpose of the ancient Egyptian practice of mummification.
(SS.A.2.3.8, SS.A.3.3.5)
3-27 Assess the religious importance of the pyramids. (SS.A.2.3.8, SS.A.3.3.5)
3-28 Compare and contrast the Egyptian pyramids with the Nubian pyramids. (SS.B.1.3.6)
Resources
Various Web sites
Vocabulary
building.
afterlife embalming mummification sarcophagus
burial chamber grave robber polytheism
deities Ma’at pyramid

Unit 3
Unit 3
KEY CONCEPT 5

1 3-23 Introducing the Key Concept TSR, “Think-Pair-Share,”

pp. 272–273
Gods and Goddesses
Time, “Egypt’s Religion,”
p. 49
History, “Important
Gods,” p. 81
Various Web sites
2 3-24 Egyptian Mythology TSR, “Shared Reading,”

3-25 p. 99
Various Web sites
3 3-26 Mummified TSR, “Writing Graphic

Organizers,” pp. 215–216
Time, “Life After Death,”
p. 49
History, “Journey to
the Afterlife,” p. 82;
“Preparing the Dead,”
p. 82
Various Web sites
4 3-27 Building Pyramids TSR, “Venn Diagram,”

3-28 pp. 193–194; “Think-Pair-
Nubian Pyramids
Share,” pp. 272–273
Time, “The Pyramids,”
pp. 50–51; “The Rise of
Kush,” pp. 70–71
History, “The Pharaohs’
Tombs,” pp. 84–85;
“The Pyramid Builders,”
pp. 86–87; “The Capital
of Napata,” p. 99

KEY CONCEPT 5: Religion was a central motivator in ancient Egyptian and ancient Nubian life.
Learning Objectives
3-23: Name and describe the important ancient Egyptian gods and goddesses. (SS.A.2.3.8, SS.A.3.3.5)
3-24: Analyze the ancient Egyptian creation story. (SS.A.2.3.8, SS.A.3.3.5)
3-25: Compare the ancient Egyptian creation story with monotheistic creation stories. (SS.A.2.3.8, SS.A.3.3.5)
3-26: Explain and describe the purpose of the ancient Egyptian practice of mummification. (SS.A.2.3.8, SS.A.3.3.5)
3-27: Assess the religious importance of the pyramids. (SS.A.2.3.8, SS.A.3.3.5)
3-28: Compare and contrast the Egyptian pyramids with the Nubian pyramids. (SS.B.1.3.6)
Introducing the Key Concept 15 min Gods and Goddesses 30 min
Think-Pair-Share: Explain to students that Learning Objective(s): 3-23

religion was a central motivator in ancient Individual Research: Have students research
Egypt. Religion played a major role in the the appearance, powers, and importance of
occupation choice of ancient Egyptians. ancient Egyptian gods and goddesses.
It inspired them to create and participate
in various rituals and traditions, such as • Review the definition of “polytheism” with
mummification, the building of the pyramids, students.
and the Book of the Dead. • Have students read “Important Gods” and
• Ask: What religious ceremonies and take notes on Amon-Re, Osiris, Isis, and
traditions have you participated in or seen? Horus.
Explain the significance of one of those • Have students access the “Gods and
ceremonies? What happens during that Goddesses” Web site and conduct further
ceremony? research about the gods and goddesses listed
• Allow students to share their responses. above.
Connect student responses to ancient Egypt • Ask students to create a visual representation
by emphasizing the importance of rituals and of one of the gods or goddesses they have
traditions in ancient Egyptian culture. studied. Each visual representation should
include the name of the god or goddess, a
Resources description of his or her appearance, and an
TSR, “Think-Pair-Share,” pp. 272–273 explanation of his or her powers.
Resources
Time, “Egypt’s Religion,” p. 49
History, “Important Gods,” p. 81
Gods and Goddesses
www.ancientegypt.co.uk/gods/explore/
main.html

Teacher Note: Students should finish the
creation of their own god or goddess as
homework.

Unit 3
KEY CONCEPT 5
Egyptian Mythology 45 min Mummified 30 min
Learning Objective(s): 3-24, 3-25 Learning Objective(s): 3-26

Whole-Group Reading: Have students Individual Inquiry: Have students conduct
analyze an ancient Egyptian creation story. research to answer the question: Why did
• Access the “Creation Story” Web site and Egyptians mummify their dead? Complete the
following steps to scaffold student inquiry:
complete a shared reading of the ancient
Egyptian creation story. • Provide a graphic organizer to help students
organize their research.
• Before reading, ask: What creation stories
• To generate student interest and provide a visual
do you know? Who are the characters in the
representation of the content, play the “Tombs
story? What happens in the story?
and Mummies” chapter of “Living History:
• During the reading, ask: Who are the Living in Ancient Egypt.”
characters in this creation story? What role • Have students read “Journey to the Afterlife”
does each character have in the creation and “Preparing the Dead.”
story?
• Ask: What are ancient Egyptian beliefs about
• After the reading, ask: How is this creation the afterlife? How were corpses mummified?
story similar to and different from the Why were corpses mummified? Why did
creation stories you know? ancient Egyptians spend so much time to
mummifying the dead?
Resources
TSR, “Shared Reading,” p. 99 Resources
Creation Story TSR, “Graphic Organizer,” p. 215
www.ancientegypt.co.uk/gods/story/main. Time, “Life After Death,” p. 49
html History, “Journey to the Afterlife,” p. 82;
“Preparing the Dead,” p. 82
Tombs and Mummies
Additional Support: Encourage students
to use vocabulary such as “monotheism,”
(search keyword “Living History: Living in
“polytheism,” and “deities” in their responses.
Ancient Egypt”)
Advanced: Have students compare and
contrast the regional differences and modern Adaptations and Notes
interpretations among ancient Egyptian Additional Support: Pause the “Tombs and
creation stories. Mummies” film to allow students time to take
notes.

Learning Objectives
Building Pyramids 25 min Nubian Pyramids 20 min
Learning Objective(s): 3-27 Learning Objective(s): 3-28

Paired Writing: Have pairs write a journal Whole-Group Analysis: Have students
entry from the perspective of a pyramid builder. complete a Venn diagram to compare and
• Before reading, have students think-pair- contrast the ancient Egyptian pyramids with the
pyramids of Napata.
share a response to the following questions:
How did the ancient Egyptians build the • Ask students to describe the ancient
pyramids without advanced technology? Egyptian pyramids based on the film and
Why did they build the pyramids? readings used in Key Concept 5. List student
responses on the board.
• Have students read “The Pharaohs’ Tombs”
to learn about the construction of the • Have students read “The Capital of Napata”
pyramids. and analyze the photo of the Nubian
pyramids.
• Then have pairs write a journal entry
from the viewpoint of a pyramid builder. • Ask students to describe the ancient Nubian
Refer them to “The Pyramid Builders” for pyramids and list student responses on the
additional information. board.
• Journal entries should explain the process of • Finally, ask: How are the ancient Egyptian
building a pyramid, describe how their faith pyramids both similar and different from the
motivated the builders to complete the job, ancient Nubian pyramids? Record responses
and detail the challenges of working in the in a Venn diagram on the board.
desert.
Resources
Resources TSR, “Venn Diagram,” pp. 193–194
TSR, “Think-Pair-Share,” pp. 272–273 Time, “The Rise of Kush,” pp. 70–71
Time, “The Pyramids,” pp. 50–51 History, “The Capital of Napata,” p. 99
History, “The Pharaohs’ Tombs,” p. 84–85;
“The Pyramid Builders,” pp. 86–87 Adaptations and Notes
Teacher Note: Use Google Images
Adaptations and Notes (http://images.google.com) to provide
Technology: Have students use Google Maps additional pictures of the Napata pyramids.
(http://maps.google.com) to locate the Sphinx
and the Great Pyramid.

Unit 3
KEY CONCEPT 5
Connections
Technology
Have students explore the Great Pyramid at
Giza and follow current excavations at the site
online: www.pbs.org/wgbh/nova/pyramid

Learning Objectives

Advanced students should engage in a paired research Some students might struggle with note taking
project to meet the learning objectives of Key during particular activities within Key Concept 5. In
Concept 5. Have pairs create a visual representation addition, some students might find it challenging to
of an ancient Egyptian tomb, as well as provide a complete each activity in the allotted time. Consider
written record of the Egyptian buried in the tomb. providing additional support to promote organized
Each tomb should meet the following criteria: note taking, and omitting certain activities to allow
more time for students to complete assignments.
• First, pairs should choose an ancient Egyptian
to research. They should research the life of that • Provide students with a graphic organizer for
person, along with the ways he or she had an their research on gods and goddesses. Provide a
impact on ancient Egypt. place for them to record notes on the appearance,
powers, and importance of the major ancient
• The tomb should include items that were
Egyptian gods and goddesses.
important to the ancient Egyptian during his
or her life, including statues of specific gods or • Use direct instruction to provide students with a
goddesses who were important to the individual. brief introduction to the content in the “Tombs
and Mummies” film clip.
• The sarcophagus should be decorated to showcase
the importance of the ancient Egyptian. • Consider omitting the Nubian Pyramids approach
to provide students with more time to complete
• Finally, the pairs should complete a written
their journal entry in the Building Pyramids
assignment to explain the significance of the
approach.
buried Egyptian, as well provide a description of
each item in and/or on the tomb.
Resources
TSR, “Writing Graphic Organizers,” pp. 215–216
Resources
History, “Belief in an Afterlife,” p. 82
Mummification
www.ancientegypt.co.uk/mummies/explore/
main.html
Egyptian Tombs
www.nationalgeographic.com/ngkids/trythis/
egyptiantomb

Unit 3
KEY CONCEPT 5
Have students complete the K-W-L Chart they
Audio/Visual began in the Introduction to Key Concept 1 by
Egyptian Pyramids. A&E Home Video, 2005. filling in the “What I Learned” column.

Teacher’s Notes


Unit 3
KEY CONCEPT 5

Unit 3
UNIT PERFORMANCE ASSESSMENT
Unit 3
Unit
Performance Assessment
Ancient Egyptian and Ancient Nubian Primary

Source Documents
Learning Objectives
3-1, 3-2, 3-3, 3-4, 3-5, 3-6, 3-7, 3-8, 3-9, 3-10, 3-11, 3-12, 3-13, 3-14,
3-15, 3-16, 3-17, 3-23, 3-24, 3-25, 3-26, 3-27, 3-28
EdVantage
Encouraging students to act as ancient Egyptians or ancient Nubians
promotes the EdVantage Core Values of understanding diversity and
multiple perspectives. Having students study the lives of ancient Egyptians
and ancient Nubians of different social classes promotes the EdVantage
belief that all people add value to society.
Teacher’s Notes
Students will take the role of either an ancient Egyptian or ancient Nubian
to create a historical narrative from the point of view of a specific social
class. Students will create a written “primary source” document that should
reflect their understanding of ancient Egyptian or ancient Nubian history
and culture.
Suggested Primary Source Documents

• Diaries
• Journal entries
• Letters
• Memoirs
• Hieroglyphics

Suggested Points of View (male or female; child or adult)
• Pharaoh
• Priest
• Noble
• Trader
• Artisan
• Shopkeeper
• Scribe
• Farmer
• Herder
• Unskilled worker
• Slave
The primary source document must address the following guidelines:
1. It is written in the first person.
2. It includes accurate details and references to geography and events, as
well as being written from the appropriate perspective.
3. It includes the feelings and emotions of the assumed point of view,
not just facts.
4. It does not include modern inventions or events.
5. The physical product is created to resemble a sheet of papyrus.
6. It is 3–5 paragraphs in length.
The creative process for Ancient Egyptian and Ancient Nubian Primary
Source Documents should occur throughout Unit 3. After the completion
of each Key Concept, students can apply their knowledge to create their
written primary source document.
In order to complete the Unit Performance Assessment, students should

follow these steps:
Step 1: Understanding Geography: Students should begin the Unit

Performance Assessment during Key Concept 1. They should begin
creating the setting for their primary source document, as well as begin
recording specific details about ancient Egyptian and Nubian geography in
order to create an accurate description in their primary source document.
Step 2: Understanding Social Classes: During Key Concept 2, students

should research more specific details of Egyptian and Nubian daily life to
include in their documents. Students should select the perspective from
which they will write their primary source document.
Step 3: Understanding Pharaohs: During Key Concept 3, students

should select the type of primary source document they would like to
create and should begin to create a rough draft of it.

Unit 3
UNIT PERFORMANCE ASSESSMENT
Step 4: Understanding Scribes: During Key Concept 4, students should
research the role of scribes and the use of papyrus for writing. Students will
learn techniques to make their primary source document appear as if it
was written on ancient papyrus. Also, they should continue to draft their
primary source document.
Step 5: Understanding Religion: While examining Key Concept 5,

students should record details of religious life and use them to complete
their primary source document.
Use the student primary source documents to create a class anthology of

ancient Egyptian and ancient Nubian documents. Share the anthology
with other teachers, students, and administrators. Use the anthology as a
reference book in your classroom library.
Adaptations
Additional Support: Create sample primary source documents to
represent a variety of perspectives. Use these samples to scaffold mini-
lessons related to the Unit Performance Assessment and allow struggling
students to use them as a model for their work.
Advanced: Allow students to present their primary source document
orally. Require them to adopt the point of view they have selected through
the use of costumes and props.

Scoring Rubric
Discuss the following rubric with students so they know what is expected
of them:
4 Points – The primary source document clearly addresses all of the

project guidelines. The details of daily life for the chosen social class are
accurately reflected, and many plausible emotions and feelings are used
to illustrate the chosen point of view. Accurate examples of geography
are included. The document is designed to resemble ancient papyrus.
Correct usage of vocabulary and grammar is used throughout the
document.
3 Points – The primary source document clearly addresses most of the

project guidelines. The details of daily life for the chosen social class are
mostly accurate, and some plausible emotions and feelings are used to
illustrate the chosen point of view. Examples of geography are mostly
accurate. The document is designed to resemble ancient papyrus. The
primary source document exhibits mostly correct usage of vocabulary
and grammar.
2 Points – The primary source document addresses some of the project

guidelines. A few accurate details of daily life and plausible emotions
and feelings for the chosen social class are included. Some accurate
examples of geography are included. The document is designed to
resemble ancient papyrus. Use of vocabulary and grammar is generally
correct; however, the document contains errors that may interfere with
comprehension.
1 Point – The primary source document inaccurately addresses the project

guidelines. Details are historically inaccurate and do not relate to the
daily life of the chosen social class, and the emotions and feelings for
the chosen point of view are implausible (example: A slave is glad to
have been captured.). Few examples of geography are included, and the
document is not designed to resemble ancient papyrus. The primary
source document exhibits many incorrect uses of vocabulary and
grammar, which interferes with comprehension.
0 Points (Unscorable) – The primary source document does not address

the project guidelines. It is historically inaccurate and does not reflect
a social class. It does not contain emotions and feelings that reflect the
chosen point of view, nor does it contain examples of geography. It is not
designed to resemble ancient papyrus. Many errors in vocabulary and
grammar make it unreadable.

Name Date
Ancient Egyptian and Ancient Nubian Primary Source

Documents
Objective: Create a primary source from the perspective of either an ancient Egyptian or an
ancient Nubian.
ACTIVITY SHEET
Directions: You may use traditional construction materials to create your primary source.
Your primary source document will follow the traditional rules for vocabulary and grammar.
Suggested Primary Source Documents (Choose one.)

• Diaries
• Journal entries
• Letters
• Memoirs
Suggested Points of View—Male or Female; Child or Adult (choose one.)

• Artisan
• Farmer
• Herder
• Noble
• Pharaoh
• Priest
• Scribe
• Shopkeeper
• Slave
• Trader
• Unskilled worker
The primary source document must address the following guidelines:
1. The document is written in the first person.

a. Use me, my, and I to indicate the first person.
b. Avoid a scholarly, an academic, or an impersonal tone.
2. The document includes accurate details and references to geography and events and is
written from the correct perspective.
a. Describe the surroundings accurately. For example, if you were in Lower Egypt, your
home would not be near a cataract.
b. Describe the activities that are realistic for a person from the social class you have
chosen.

Name Date
3. The facts are accurate and the document includes the feelings and emotions of the
assumed point of view.
a. Explain how the pharaoh feels about his position or how the slave feels about his
position.
4. The document does not include modern inventions or events.

ACTIVITY SHEET
a. Do not describe inventions that have yet to be invented. For example, your character
would not wear sneakers.
5. The physical product is created to resemble papyrus.

a. See Google images (http://images.google.com) for examples of papyrus.
b. Use tea bags to make your paper look ancient:
www.wikihow.com/Learn-to-Make-an-Ancient-Letter
6. It is 3–5 paragraphs in length.
Self-Evaluation: Complete the following statements and attach them to your final project.
1. The most important thing I learned about social class in ancient Egypt and ancient
Nubia is…
2. One question I still have about social class in ancient Egypt and ancient Nubia is…
3. My project is my best work because…

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Unit 3

What can artifacts and ruins teach us

OVERVIEW Suggested Pacing: 25 instructional days

Unit Performance Assessment

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Sunshine State Standards

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KEY CONCEPT AT A GLANCE

Day Learning Objectives Instructional Approaches Resources

1 3-1 Introducing the Key Concept TSR, “K-W-L Chart,” 

2 3-3 The Wild Nile Safari TSR, “Three-Column Chart,” 

3 3-3 An Egyptian Adventure Time, “Settling the Nile,” 

4 3-4 Gifts of the Nile TSR, “Venn Diagram,” 

5 Review, Remediate, Enrich, or Assess

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Whole-Group Brainstorming: Many students Learning Objective(s): 3-1, 3-2

Adaptations and Notes

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Learning Objective(s): 3-3 Learning Objective(s): 3-3, 3-4, 3-6

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Gifts of the Nile 25 min Mesopotamia, Egypt,

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Advanced Pathway Additional Support Pathway

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Day Learning Objectives Instructional Approaches Resources

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• TSR, “Venn Diagram,”  • History, “The Nile Through

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Advanced Homework and Assessment

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• Have students summarize the advantages and challenges posed by the

Commentary on Sample Student Work

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KEY CONCEPT AT A GLANCE

Day Learning Objectives Instructional Approaches Resources

1 3-7 Introducing the Key Concept TSR, “DBQs,” 

2 3-8 Egyptian Women Time, “Social Class 

3 3-9 A Noble Life TSR, “Using and

4 3-9 Farmers and Nobles: Worlds Apart Various Web sites

5 Review, Remediate, Enrich, or Assess

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Introducing the Key Concept 15 min Social Class Pyramid 30 min

Whole-Group Discussion: Ask the following Learning Objective(s): 3-7, 3-11

Adaptations and Notes

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Learning Objective(s): 3-8 Learning Objective(s): 3-9

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Farmers and Nobles: Social Class Today 20 min

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Advanced Pathway Additional Support Pathway

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1 3-1 Introducing the Key Concept TSR, “K-W-L Chart,”

2 3-3 The Wild Nile Safari TSR, “Three-Column Chart,”

3 3-3 An Egyptian Adventure Time, “Settling the Nile,”

4 3-4 Gifts of the Nile TSR, “Venn Diagram,”

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166 Manatee Core Curriculum

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• TSR, “Venn Diagram,” • History, “The Nile Through

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1 3-7 Introducing the Key Concept TSR, “DBQs,”

2 3-8 Egyptian Women Time, “Social Class

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• TSR, “DBQs,” • What Works

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1 3-18 Introducing the Key Concept TSR, “Open Mind,”

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