A.1. Identify the Course Name, Grade Level, and topic for the unit
This 6th project-based unit will be focusing on Ancient Egypt and G.R.A.P.E.S. – geography, religion, achievement, politics, economy and society.
A.2. and A.3. List three learning goals that describe the most essential concepts and skills related to the unit and the state and national standards the unit will align with.
LG.1. Learning Goal: Identify natural resources and technological advances developed by the Ancient Egyptians.
6-9.WHC.1.7.1 Explain how man adapted the environment for civilization to develop. (462.04a)
6-9.WHC.1.7.2 Identify the technological advances developed by Ancient, Greco Roman, Middle Ages, Early-Modern, and Modern European societies and civilizations. (462.04b)
LG.2. Learning Goal: Build an understanding of the cultural and social development of Ancient Egypt.
6-9.WHC.1.8.1 Find examples of how writing, art, architecture, mathematics, and science have evolved in western civilization over time. (462.05b)
6-9.WHC.1.8.2 Identify the origins and characteristics of different social classes.
6-9.WHC.1.8.3 Describe how the structure of family changes in relation to socioeconomic conditions.
LG.3. Learning Goal 1.9: Identify significant geographic features of Egypt
6-9.WHC.6.2.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
A.4. Include one of your measurable learning objectives for each learning goal.
1. By the end of the unit, students will be able to identify 5 natural resources used by the Ancient Egyptians with at least 70% accuracy.
2. By the end of the unit, students will be able recognize the important achievements made in writing, art or architecture in Ancient Egypt with at least 70% accuracy.
3. By the end of the unit, students will be able to identify significant geographic features of Egypt with at least 70% accuracy.
B. Formative, summative, and pre-assessments - both formal and informal
B.1. Blank copies of the pre- and post-assessment instruments
Our school uses Canvas, an online learning management system. All of our quizzes are posted and administered there. Learning Goals are in parenthesis at the end of the questions.
This is the pre-assessment quiz given to the students:
1. An Egyptian king is called a ____________________________________. (LG.2)
a. scribe
b. pharaoh
c. papyrus
d. servant
2. What was the name of the major river that was in Ancient Egypt? (LG.3)
a. Mississippi
b. Amazon
c. Tiber
d. Nile
3. Ancient Egyptians believed their king was _______________________________. (LG.2)
a. a normal person
b. a god
c. a cat that came back to life
d. a representative of the gods
4. What system of writing did the Ancient Egyptians use? (LG.1)
a. Hieroglyphics
b. English
c. Cuneiform
d. Greek
5. Why were the pyramids built? (LG. 1 & 2)
a. To create Social Studies questions for students
b. Tombs for the Pharaohs
c. Religious monuments
d. Seat of government
6. The process of preserving a body for the afterlife (LG. 1 &2)
a. surgery
b. cremation
c. mummification
d. autopsy
7. A decorative coffin used for the Pharaohs and the wealthy in Egypt (LG.2)
a. Ziggurat
b. Sarcophagus
c. Grave
d. Tomb
8. A reed plant that grows along the Nile River, Ancient Egyptians made baskets, sandals, river rafts and paper from it. What was it? (LG 1 & 2)
a. Delta
b. cataract
c. papyrus
d. embalming
9. A line of rulers from one family is called a _______________________. (LG.2)
a. theocracy
b. dynasty
c. shadoof
d. pharaoh
10. A great stone tomb built for an Egyptian pharaoh is called a ______________________. (LG 1 & 2)
a. pyramid
b. shadoof
c. sarcophagus
d. dynasty
11. What continent is Egypt on? (LG. 3)
a. Africa
b. North America
c. Asia
d. South America
12. What happened to wealthy Egyptians after they died? (LG 2)
a. they were buried in a casket
b. they were mummified
c. they were buried
d. they floated down the Nile River
13. Which of the following beliefs was central to Egyptian religion? (LG 2)
a. the pyramids
b. the afterlife
c. the pharaohs
d. the heavens
14. The Nile River flooded every July, and that left the land ____________________________. (LG 3)
a. barren
b. dry
c. sandy
d. fertile
15. Who built the Great Pyramid? (LG. 1,2, 3)
a. Audra
b. Narmar
c. King Tut
d. Khufu
16. The Great Sphinx is: (LG. 2)
a. the symbol of House Gryffindor.
b. a statue of a mythical creature
c. a river running through Egypt
d. the crown Egyptian Pharaohs wore.
17. What kind of religion did the Egyptians have? (LG. 2)
a. Polytheism
b. Judaism
c. Monotheism
d. Mythology
18. What was one of the languages written on the Rosetta Stone? (LG. 1 & 2)
a. Cuneiform
b. Greek
c. Arabic
d. English
Formative assessment during unit:
You have hopped aboard a time machine and taken a trip back to Ancient Egypt. Using information you research about in class, you are required to create a scrapbook detailing your trip. You will be using information from your web quest and our research site www.historyforkids.net.
REQUIREMENTS
· Will need to include information from each of the G.R.A.P.E.S categories in either your places or diary entries.
· Pictures of at least 5 places you have visited
o These may be hand drawn, cut from magazines, photographs…
o if using black and white photocopies, think of how you could add color.
· Information about the places you have visited
o Below each image, you must include 3 to 5 sentences of information describing it
o Each paragraph must be free of spelling and grammar errors
· Diary entries detailing your trip
o You must include at least 5 entries
o Each entry must be a minimum of one paragraph long
o Each entry must be free of spelling and grammar errors
· Souvenirs from your trip
o You must include at least 5 items
o These should be small items, suitable for posting in a scrapbook
· Map of your travels
o You must include a full color map showing the route you took on your trip
· Your name needs to be legible in the inside corner or on the first page.
Each student will create a mini scrapbook in class. You may choose to bring in your own scrapbook to glue items in, or use the one issued in class. All items must be glued inside.
No scrapbook is complete without decoration! Feel free to use stickers, letter cutouts, markers, glitter, etc. to give your scrapbook a special touch. Just be sure to keep it Egypt themed!
During the unit, I will be administering a variety of formative assessments. During the research phase students will be researching G.R.A.P.E.S., I will be checking their notebooks/notes for understanding and organization of their notes under each category. Students will be self-assessing during bell ringers. The G.R.A.P.E.S. categories – Geography, Religion, Achievement, Politics, Economy and Society - help the students organize the requirements in the standards.
The post assessment:
1. An Egyptian king is called a ____________________________________. (LG.2)
a. scribe
b. pharaoh
c. papyrus
d. servant
2. What was the name of the major river that was in Ancient Egypt? (LG.3)
a. Mississippi
b. Amazon
c. Tiber
d. Nile
3. Ancient Egyptians believed their king was _______________________________. (LG.2)
a. a normal person
b. a god
c. a cat that came back to life
d. a representative of the gods
4. What system of writing did the Ancient Egyptians use? (LG.1)
a. Hieroglyphics
b. English
c. Cuneiform
d. Greek
5. Why were the pyramids built? (LG. 1 & 2)
a. To create Social Studies questions for students
b. Tombs for the Pharaohs
c. Religious monuments
d. Seat of government
6. The process of preserving a body for the afterlife (LG. 1 &2)
a. surgery
b. cremation
c. mummification
d. autopsy
7. A decorative coffin used for the Pharaohs and the wealthy in Egypt (LG.2)
a. Ziggurat
b. Sarcophagus
c. Grave
d. Tomb
8. A reed plant that grows along the Nile River, Ancient Egyptians made baskets, sandals, river rafts and paper from it. What was it? (LG 1 & 2)
a. Delta
b. cataract
c. papyrus
d. embalming
9. A line of rulers from one family is called a _______________________. (LG.2)
a. theocracy
b. dynasty
c. shadoof
d. pharaoh
10. A great stone tomb built for an Egyptian pharaoh is called a ______________________. (LG 1 & 2)
a. pyramid
b. shadoof
c. sarcophagus
d. dynasty
11. What continent is Egypt on? (LG. 3)
a. Africa
b. North America
c. Asia
d. South America
12. What happened to wealthy Egyptians after they died? (LG 2)
a. they were buried in a casket
b. they were mummified
c. they were buried
d. they floated down the Nile River
13. Which of the following beliefs was central to Egyptian religion? (LG 2)
a. the pyramids
b. the afterlife
c. the pharaohs
d. the heavens
14. The Nile River flooded every July, and that left the land ____________________________. (LG 3)
a. barren
b. dry
c. sandy
d. fertile
15. Who built the Great Pyramid? (LG. 1,2, 3)
a. Audra
b. Narmar
c. King Tut
d. Khufu
16. The Great Sphinx is: (LG. 2)
a. the symbol of House Gryffindor.
b. a statue of a mythical creature
c. a river running through Egypt
d. the crown Egyptian Pharaohs wore.
17. What kind of religion did the Egyptians have? (LG. 2)
a. Polytheism
b. Judaism
c. Monotheism
d. Mythology
18. What was one of the languages written on the Rosetta Stone? (LG. 1 & 2)
a. Cuneiform
b. Greek
c. Arabic
d. English
B.2. Explain how the pre-assessment you administer is a valid measure of each learning goal in your unit.
This test will allow me to create baseline data that will identify where my students perform currently. With Ancient civilizations, they are introduced to the basics in elementary school, so the questions have vocabulary that might be a reminder to that foundational piece. Knowing what foundation they have, I can then differentiate the unit around the student’s level of understanding.
B.3. Explain how the summative assessment you will administer is a valid measure of each learning goal in your unit.
I am using the same quiz to test the students after the unit to recognize specific gain in learning. The questions are broken down by learning goals, so I will see specifically where I need to go back and work with students if they do not meet the 70% accuracy goal in a certain area. Tests are a great way to generate quantifiable data that I can then compare across my classroom.
C. Sources
Idaho State Department of Education (SDE)." SDE. N.P., n.d. Web. 17 Jan. 2017.
Core, Creative Classroom. "Ancient Egypt Unit - Time Travel Scrapbook." Teachers Pay Teachers. TeachersPayTeachers.com, 01 Feb. 2013. Web. 17 Jan. 2017.
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