Communicate a story or event using symbols rather than words
Observe characteristics of Egyptian artwork
Define the word hieroglyphics and describe how Egyptians used this type of writing
Make inferences about work and play in ancient Egypt based on figures in the artwork
CPI # 6.2.8.D.1.b
Relate the development of language and forms of writing to the expression of ideas, creation of cultural identity, and development of more complex social structures.
6.2.8.D.2.b Explain how the development of written language transformed all aspects of life in ancient river valley civilizations.
W.6.6.Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
Lesson Sequence Lead the class in a discussion of ancient Egyptian buildings as they are pictured in the text, in other classroom resources, or on the Internet. Be sure everyone understands that the huge columns that supported the roofs in many buildings were ornamented with colorful hieroglyphs and pictures. You may want to have students open their texts to the first page of Unit 2 to examine the picture there. Ask what animals, people, and objects can be identified in the decorations on the columns, and invite students to speculate about the events or ideas that may be recorded there.
Draw attention to the various figures. Point out that on many of the figures, the head and legs are shown in a side view, while the shoulders and upper torso are shown from the front. Ask students to find examples of figures that are pictured at a standstill, those that appear to be engaged in sports or games, and those that appear to be performing some type of work. Ask if anyone can find figures of different mythological creatures, for example, a figure with the head of an animal but the torso of a person. Comment that Egyptian hieroglyphics could be written from left to right or right to left, and lead students to observe that most of the stories seem to be presented in rows, each row underlined to separate it from the one below.
Distribute copies of Handout 1: Buildings that Tell Stories.(Attached at the end of this lesson). Call on a volunteer to read the handout aloud as students follow silently. When students have decided on a story to tell, they may want to make a sketch or rough draft first, just to be sure that their symbols will fit comfortably into the available space. Suggest that students begin by creating symbols of their own as mentioned on the handout. They may also refer to the text and use some of the hieroglyphics presented there.
Distribute the plain paper and the cardboard tubes. Give assistance as needed as students create the ornamentation on the paper. Encourage students to use bright colors and any other touches, such as glitter, that will help tell the story.
Help students attach their story paper to the tube so that the figures and symbols in each row line up together.
Exhibit students work in a class museum.
Teacher Notes Students will create models of the elaborately decorated columns that were found in many Egyptian temples. Using their own system of symbols and pictures, students will tell a story or depict an event that has special significance for them.
• arts-and-crafts supplies
• paper towel roll tube for each student
• piece of plain paper, sized to cover the tube, for each student
• Student Handout 1: “Buildings that Tell Stories” (attached at the end of the lesson)
Compare and Contrast the role women play in Egyptian folktales with the real stories of modern Bedouin women living in Egypt.
Formative Assessment #4
Analyze and interpret how climatic factors affect civilizations
Formative Assessment #5
Construct a topographic map of Egypt
Formative Assessment #6
Develop a map that represents Egyptians tombs and temples
Formative Assessment #7
Organize a chart of the Egyptian social structure/government
Formative Assessment #8
Develop a magazine comparing and contrasting Egyptian culture though time
Formative Assessment #9
Select a favorite god and write about their importance/contribution in Egyptian society
Differentiated Instruction should be designed so that all learners can master the essential understandings and skills need to analyze history, even though they use different content, processes, and products to get there. To reach this goal, teachers should focus instruction on the essential content, but provide multiple options for taking in this information.
Working is stations/hubs is based on differentiated instruction. If teachers so not have the means/resources for hubs in their classroom, the follow is recommended for differentiation.
For differentiation, it is recommend the teacher pair students up so students who are excelling and/or understand the content may assist students who are struggling with content/level while working in groups to complete the Webquest.
Reading and Vocabulary Instruction: Teachers should incorporate reading and vocabulary instructional strategies into the content lessons to help them understand informational text. For this lesson, it is recommended the teacher provide a before, during, and after reading activity.
Comprehension Strategies: Teachers can increase access by incorporating strategies to improve student comprehension by using research-based strategies.
Modifying Instruction: Teachers can foster differentiated instruction by modifying instruction to meet individual needs. Instruction for special needs should incorporate adaptations and modifications. Advanced learners can explore topics in-depth.
Egyptian Civilization Websites
Mark Millmore's Ancient Egypt - excellent graphics and text http://www.discoveringegypt.com/
Exploring Ancient Cultures- Egypt from Indiana site http://eawc.evansville.edu/egpage.htm
Daily Life in Ancient Egypt from Mr. Donn's site http://egypt.mrdonn.org/index.html
Have you ever tried to tell a story without using any words? The ancient Egyptians told stories and gave information through carvings and paintings on the walls and columns of some important buildings. You can tell a story that way, too, by using symbols, stick figures, and simple sketches that stand for different people, animals, or places, and by using hieroglyphics, pictures that stand for sounds.
(1) First, decide on a story. It may be about a sport or game, a picnic, or about just staying at home and having fun with a friend or with a pet. Make up a picture or symbol for each person, thing, or place that is important in the story.
(2) Draw a rough draft of your story on scrap paper. Show each event as it happened in the story. When you have decided exactly how to tell your story, you can make a final copy on the plain paper given to you. Just as Egyptian columns present their symbols in rows, you may want to draw a line under each row of symbols or pictures. Be sure to add a special colorful border at the top and bottom.
(3) When your story is finished, paste the story paper around the cardboard tube so that it looks like a column from an Egyptian temple. Be ready to show your artifact to classmates and to help them read the story.
Create a symbol that stands for your own name. try to make it east to draw and easy to remember.
Make up a symbol that stands for a sport, game, or activity that you enjoy. You many want to use different colors in this symbol.
Make up a symbol that stands for one of your friends or relatives or a special pet. You may want to label this symbol so that you will be sure to remember it.
Ancient Civilization Assessment All 8th grade students in Jersey City must take this test prior to studying Ancient Civilization. This qualitative data will be used to show growth of learning over the marking period.
This assessment is in preparation for the Quarterly Assessment, Midterm, and Final.