A.+Unit+Overview

=Unit Theme: **Ancient Egypt**=
 * Unit Overview: Ancient Egypt**

** Ancient Egyptian life was made possible by the everlasting flowing Nile River and bordering deserts. This brought water to provide permanent settlement by building water canals and a line of transportation for trade. Deserts made barriers to keep invaders out. Egyptians developed a form of writing to tell stories and create Art. Religion played a tremendous part of the Ancient Egyptian life from the Pharaoh who was God and the controller to a variety of religious ceremonies. Building architecture and pyramids were one of the many jobs people had. The overall theme throughout the unit is how Ancient Egyptians accomplished so many great achievements with limited resources and means. Their advancements in Science, Math, Art and Language were a driving force. Students will learn and increase their knowledge pertaining to Ancient Egypt and its culture. They will achieve this through using both prior knowledge and new knowledge for better understanding in concepts such as geographical features, political dominance, economic relations, religion, and social structures. **

**Objectives and Goals for Ancient Egypt:** __Students will learn and understand the following__: 1. Geography of Ancient Egypt 2. Cultural life of Ancient Egyptians 3. Government of Egypt 4. Accomplishments in Math, Art, Language 5. Economics __Assessments__: 1. Final Ancient Egyptian Artifacts 2. Ancient Egyptian Test-Multiple choice, fill in the black, True/False and short answer

In the previous unit students learned about Ancient Africa. It consists of the Mesopotamian, Assyria and Persia. Ancient Africa was the first empire that was created and put laws and policies into effect. To connect with its large empire of Persia a road was created. The written language allowed for keeping records and a library was established. Minted coins were popular and helped the economy.
 * Previous Learning:**

After learning about Ancient Egypt students will learn about Kush and other African Kingdoms. King Piankhi ruled the Kush kingdom and added Egypt to their empire. A major factor of the Kush was iron work which helped develop tools and weapons for trade. Christianity became the dominate religion of the kingdom of Aksum. Also, Bantu was the main language. http://tep546-ancientegypt.wikispaces.com/B.+Unit+Calendar for calendar
 * Future Learning:**
 * Week 1:** A KWL chart will begin our unit on Ancient Egypt. We will begin with charting what we know, what we want to know and after a video and reading our textbook we will fill in what we learned. This chart will be filled in throughout our unit and displayed on our wall in the classroom. Then we will travel on the Nile River learning about Ancient Egypt's location, physical settings and new vocabulary words. Egyptians accomplished many things using their limited resources and student's will identify what helped them to have permanent settlement. Then imagine you are assigned a socio-economic role and experience life through an Ancient Egyptians eyes. Is is fair or unfair? Moving through the evolution of Ancient Egyptian hieroglyphs.
 * Week 2:** This week students will be learning about more Ancient Egyptian accomplishments like; pyramids architecture, geometry, Ancient Egyptian Art and Artifacts.
 * Week 3:** This week students will research and about five facts before goiing to the museum. Students will attend the field trip to experience Ancient Egyptian mummification. Then imagine you are going to learn what entails an Ancient Egyptian burial ceremony while mummifying a stuffed animal. Before you say gross what until you try this fun activity. Finally, review for the test with file folder games and the bulletin board. The assessment will be a final test on Ancient Egypt. The last day students will present their artifacts and experience Egyptian culture and food.
 * See the calendar page for a more detail description.

The bulletin board has four activities demonstrate how people with limited means could accomplish many great things such as geometry, social and political roles, the evolution of written language and supports for permanent civilization among Ancient Egyptian people. It is a fun and self paced interaction to enrich and motivate students learning and for review.
 * Bulletin Board:** The bulletin board demonstrates a wide range of Ancient Egyptian hands on learning and review.
 * See the Bulletin Board page for a more detailed description.


 * File Folder Games**: There are three fun file folder games. The Chutes and Ladders game Ancient Egypt content specific. The Tic Tac Toe game and the Disc's game are general use games pertaining to Ancient Egypt. Great games for fillers and review. These games are a great way to have fun and learn with peers.
 * See the File Folder games for a more detailed description.

Lesson Plans [] **Social Studies Lesson Plan #2: Roles of Social Classes** []
 * Social Studies Lesson Plan #** **1:** **Mummification**

http://tep546-ancientegypt.wikispaces.com/C.+Lesson+Plans (all lesson plans)

**Language Arts and Literature Tie:** Read a literature book about Ancient Egyptian accomplishments in writing and its evolution. Students will learn about hieroglyphs. Bulletin Board- Write a letter explaining the different items in a tomb and translate eight words. Another great book students will be reading about is Ancient Egyptian pyramids and architecture. Then students will begin to write a letter to the editor.

Ancient Egypt and Letter formats

Geometry: Construct a pyramid Draw triangles from given information about them (a quadrilateral having equal sides but no right angles, a right isosceles triangle  ). After they draw these pieces of the pyramid, they will cut them out and tape them together to form their pyramid. Bulletin Board- Measure a square pyramid and a triangle prism using math formula. Know and use the formulas for the volume of triangular prisms  and cylinders (area of base x height); compare these formulas and explain the similarity between them and the formula for the volume of a rectangular solid). []
 * Math Tie:**

The final synthesis project is to have the class create their own Egyptian museum. The class will be divided into groups and each group will need to create 2 artifacts and write up a short description to found in the museum. On Museum Day, the students will act as docents to answer questions about their artifacts. Each group will also contribute an Egyptian food to share with the class.
 * Synthesis:**

**Field Trip** Field Trip to Museum: Ancient Egypt Activity during the field trip visit: write the mummification process The Rosicrucian Egyptian Museum in San Jose: [] Students will have the option to also look through this website to learn a little about the museum before we go on our field trip.

Computer Lab-Search and interact for Egypt Site. Assignment: Write five facts they learned in preparation for the field trip to learn about the museum and other Egypt sights before the field trip. [] An interactive website about Ancient Egyptian history: Egyptian life, Geography, Gods and Goddesses, Pyramids, Trades, Writing, and more. [] Preview the Rosicrucian Egyptian Museum in San Jose to learn a little about the museum before we go on our field trip []
 * Technology/ Internet Site:**

** The unit objectives of the following will be assessed daily: Geography of Ancient Egypt ****,** ** Cultural life of Ancient, Egyptians ****,** Government of Egypt**,** Accomplishments in: Math, Art, Language and Economics**.** Student work, observations, discussion and ** activities will monitor the student’s progress and academic achievement. Formal assessments will be measured amongst a variety of different learning methods. The summative assessment will be the result of two artifacts. **
 * Assessment:**



__ World History and Geography: Ancient Civilizations __
**6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.**

** __ Measurement and Geometry __ **
====** 1.3 Know and use the formulas for the volume of triangular prisms and cylinders (area of base x height); compare these formulas and explain the similarity between them and the formula for the volume of a rectangular solid. **==== ** 2.3 ****Draw quadrilaterals and triangles from given information about them (e.g., a quadrilateral having equal sides but no right angles, a right  isosceles triangle  ).**

====** __ Language Arts: Writing __ : Organization and Focus 1.1 Choose the form of writing (e.g., personal letter, letter to the editor, review, poem, report, narrative) that best suits the intended purpose. **==== **1.0**  Critique the credibility of characterization and the degree to which a plot is contrived or realistic (e.g., compare use of fact and fantasy in historical fiction). **1.2:** Create multiple-paragraph expository compositions: a. Engage the interest of the reader and state a clear purpose. b. Develop the topic with supporting details and precise verbs, nouns, and adjectives to paint a visual image in the mind of the reader. c. Conclude with a detailed summary linked to the purpose of the composition. **1.3:** Use a variety of effective and coherent organizational patterns, including comparison and contrast; organization by categories; and arrangement by spatial order, order of importance, or climactic order. Written and Oral English Language Conventions The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills. **1.0:** Written and Oral English Language Conventions Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure **1.1:** Use simple, compound, and compound-complex sentences; use effective coordination and subordination of ideas to express complete thoughts. Grammar **1.2:** Identify and properly use indefinite pronouns and present perfect, past perfect, and future perfect verb tenses; ensure that verbs agree with compound subjects. Punctuation **1.3:** Use colons after the salutation in business letters, semicolons to connect independent clauses, and commas when linking two clauses with a conjunction in compound sentences. Capitalization **1.4:** Use correct capitalization. Spelling **1.5:** Spell frequently misspelled words correctly (e.g., their, they’re, there)