PART ONE:

Overview of the Unit: The purpose of the five week look into Ancient Egypt is to help the social
studies students learn about the Egyptian culture. Students will study the ancient culture to gain
a holistic picture of the culture and beliefs of this historical society. Each week the students will
focus on a different historical part of the Ancient Egyptian world. Using a Multidisciplinary
approach, the 6th Grade Math and English Language Arts classes will also be exploring the
Ancient Egyptian world.
Relevance to Young Adolescents: Integrated themes across curriculum help students to retain
the information that they are learning within each subject area. The students also have more
opportunities to make real world connections in integrated curricular approaches. Students even
have more opportunities to actively engage in the classroom. Finally, students have the ability to
see skills multiple times. Instead of teaching comprehension strategies in just reading, for
example, teaching those strategies across multiple disciplines using the same topic theme can
give students an opportunity to see and implement these skills more frequently. The repetition of
content and skills being taught creates a higher level of understanding and retention of
information for all students in the classroom.
Major Unit Breakdown:
Week 1: Geography of Ancient Egypt
Goal: This week we will be focusing on how geography effected human settlement in
Egypt, and if it still affects Egypt today?
Monday: Environmental factors of human settlement water, topography, and
vegetation.
Tuesday: Environmental factors and the early settlement of Egypt.
Wednesday: Reviewing content about environmental factors contributing to the
settlement of Egypt. Using process of elimination, using map skills to answer questions,
and reading documents for information.
Thursday: Creating a class map (6 x 4) of Egypt and the surrounding areas (including
mountains, rivers, and deserts).
Friday: Finishing the class map of Egypt and its physical features.
Social Studies Standards connected to this week:
o NSSS World History Era 2: Standard 1 The major characteristics of civilization
and how civilizations emerged in Mesopotamia, Egypt, and the Indus valley.
o NSSS World History Era 2: Standard 4 Major trends in Eurasia and Africa from
4000-1000 BCE.
o Common Core: 6.RIT.1 Cite textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
o 6.RIT.2 Determine a central idea of a text and how it is conveyed through
particular details; provide a summary of the text distinct from personal opinions
or judgments.
 o 6.RIT.7: Integrate information presented in different media or formats (e.g.,
visually, quantitatively) as well as in words to develop a coherent understanding
of a topic or issue.
o Common Core Literacy in SS: Craft & Structure (6-8) Standard 4 Determine
the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
o Integration of Knowledge & Ideas (6-8) Standard 7 Integrate visual information
(e.g., in charts, graphs, photographs, videos, or maps) with other information in
print and digital texts.
Week 2: Pharaohs of Ancient Egypt
Goal: Have the Egyptian Pharaohs had a last effect on Egypt?
Monday: Ancient Egypt and its rulers Introduction to pharaohs (using artwork from
ancient Egypt). Pyramids video about how the pyramids were made
www.brainpop.com entitled Seven Wonders of the Ancient World.
Tuesday: Pharaoh Khufu and his pyramids Students will learn about Khufu and his
achievements in the Old Kingdom.
Wednesday: Ancient Egyptian Art and Pharaoh Senusret I contribution.
Thursday: Ancient Egyptian Trade and Pharaoh Hatshepsut
Friday: Ancient Egyptian Military Age and Ramses II
Social Studies Standards connected to this week:
o Common Core:
6.RIT.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
6.RIT.7 Integrate information presented in different media or formats (e.g.,
visually, quantitatively) as well as in words to develop a coherent
understanding of a topic or issue.
6.SL.4 Present claims and findings, sequencing ideas logically and using
pertinent descriptions, facts, and details to accentuate main ideas or
themes; use appropriate eye contact, adequate volume, and clear
pronunciation.
6.RIT.2 Write informative/explanatory texts to examine a topic and convey
ideas, concepts, and information through the selection, organization, and
analysis of relevant content.
o Common Core Literacy in Social Studies
Key Ideas and Details (6-8) Standard 1Cite specific textual evidence to
support analysis of primary and secondary sources.
o NSSS World History Era 2:
Standard 3 The political, social, and cultural consequences of population
movements and militarization in Eurasia in the second millennium BCE.
Standard 4 Major trends in Eurasia and Africa from 4000-1000 BCE.
o Standards for the Arts
 Standard 1: Students will actively engage in the processes that constitute
creation and performance in the arts (dance, music, theatre, and visual
arts) and participate in various roles in the arts.
Standard 3: Students will respond critically to a variety of works in the
arts, connecting the individual work to other works and to other aspects of
human endeavor and thought.
Week 3: Social Classes of Ancient Egypt
Goal: Are the Ancient Egyptian social classes practiced in America today, in some way?
Monday: Social Class Pyramid Introduction
Tuesday: Social Class Pyramid Work and Jobs
Wednesday: Social Class Research Day over Assigned Social Class
Thursday: Continued Social Class Research
Friday: Social Class Presentations
Social Studies Standards connected to this week:
o NSSS World Era 2
Standard 1 The major characteristics of civilization and how civilizations
emerged in Mesopotamia, Egypt, and the Indus valley.
Standard 4 Major trends in Eurasia and Africa from 4000-1000 BCE.
o NSSS World History Across the Eras
Standard 1: Trace major patterns of long-distance trade from ancient times
to the present and analyze ways in which trade has contributed to
economic and cultural change in particular societies or civilizations.
o Common Core
6.SL.4 Present claims and findings, sequencing ideas logically and using
pertinent descriptions, facts, and details to accentuate main ideas or
themes; use appropriate eye contact, adequate volume, and clear
pronunciation.
6.RIT.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
6.RIT.3 Analyze in detail how a key individual, event, or idea is
introduced, illustrated, and elaborated in a text (e.g., through examples or
anecdotes).
6.RIT.7 Integrate information presented in different media or formats (e.g.,
visually, quantitatively) as well as in words to develop a coherent
understanding of a topic or issue.
6.W.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 single sitting.
6.W.7 Conduct short research projects to answer a question, drawing on
several sources and refocusing the inquiry when appropriate.
Week 4: Civilization of Ancient Egypt
Goal: How did Egypts social classes help to create a thriving civilization?
Monday: Ancient Egypt Government Officials & Skits
Tuesday: Ancient Egypt Priests & Religion
Wednesday: Ancient Egypt Priests & Religion Continued
Thursday: Ancient Egypt Hieroglyphics & Scribes
Friday: Ancient Egypt Artisans
Social Studies Standards connected to this week:
o Common Core
6.SL.4 Present claims and findings, sequencing ideas logically and using
pertinent descriptions, facts, and details to accentuate main ideas or
themes; use appropriate eye contact, adequate volume, and clear
pronunciation.
o Common Core Literacy in Social Studies Key Ideas and Details (6-8)
Standard 2 Identify key steps in a texts description of a process related to
history/social studies (e.g., how a bill becomes law, how interest rates are
raised or lowered).
o NSSS World History Across the Eras
Standard 1 Analyze ways in which human action has contributed to long-
term changes in the natural environment in particular regions worldwide.
o NSSS World History Era 2
Standard 1 The major characteristics of civilization and how civilizations
emerged in Mesopotamia, Egypt, and the Indus valley.
Standard 3 The political, social, and cultural consequences of population
movements and militarization in Eurasia in the second millennium BCE.
o Standards for the Arts
Standard 3 Students will respond critically to a variety of works in the arts,
connecting the individual work to other works and to other aspects of
human endeavor and thought.
Standard 4 Students will develop an understanding of the personal and
cultural forces that shape artistic communication and how the arts in turn
shape the diverse cultures of past and present society.
Week 5: Ancient Egypt Thrives
Goal: Why did the Ancient Egyptian civilization thrive?
Monday: Peasants and Persuasive Writing; Compose letters to Pharaoh about whether
they think the rules of the harvest are fair.
Tuesday: Persuasive Writing Continued
Wednesday: WebQuest on Ancient Egypt
Thursday: WebQuest on Ancient Egypt Cont.
Friday: Unit Test (Testing skills, reading graphs, charts, and documents. Students will
answer multiple choice, true/false, and short answer questions.)
 Social Studies Standards connected to this week:
o Common Core
6.SL.4 Present claims and findings, sequencing ideas logically and using
pertinent descriptions, facts, and details to accentuate main ideas or
themes; use appropriate eye contact, adequate volume, and clear
pronunciation.
6.RIT.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
6.RIT.3 Analyze in detail how a key individual, event, or idea is
introduced, illustrated, and elaborated in a text (e.g., through examples or
anecdotes).
6.RIT.7 Integrate information presented in different media or formats (e.g.,
visually, quantitatively) as well as in words to develop a coherent
understanding of a topic or issue.
6.W.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 single sitting.
6.W.7 Conduct short research projects to answer a question, drawing on
several sources and refocusing the inquiry when appropriate.
o NSSS World Era 2
Standard 1 The major characteristics of civilization and how civilizations
emerged in Mesopotamia, Egypt, and the Indus valley.
Standard 4 Major trends in Eurasia and Africa from 4000-1000 BCE.
o NSSS World History Across the Eras
Standard 1: Trace major patterns of long-distance trade from ancient times
to the present and analyze ways in which trade has contributed to
economic and cultural change in particular societies or civilizations.

PART TWO:
General Education Lesson:
A. Overview:
The teacher will instruct the students on how to use the mummification
process that the Ancient Egyptians used. The teacher will ask the students
what they know about the mummification process in Ancient Egypt. This
lesson focuses on the concept of the afterlife and the importance of pleasing
the gods and goddesses, the significance of tombs and tomb building, and
the burial customs and traditions of the ancient Egyptians. After learning
about all of these concepts, students will work in groups to mummify a
chicken to resemble the process that Ancient Egyptians used to preserve
bodies for the afterlife. The students will end the lesson by having a short
written assignment explaining the design and contents of the tomb that they
will place the mummified chicken in.
B. Rationale: This lesson is designed for the students to have a hands on
approach of what the Ancient Egyptians would have been doing when
someone passed away in their culture. I feel that the students will learn more
by experiencing some of the Ancient Egyptian culture versus learning about
the content from a textbook or a PowerPoint. Ancient Egypt is a major sixth
grade social studies unit and this lesson is one of the many ways that my
students will be looking at the historic culture.
C. Social Studies Goals:
1. Students will participate in class discussions about the concept of the
afterlife, the significance of tombs to the ancient Egyptians, and the burial
customs and traditions of the ancient Egyptians.
2. Students will watch a video about significant Egyptian gods and
goddesses, burial practices, the process of mummification, and ancient
Egyptian religious beliefs. This will be done as a whole class. The students
will be given a guided notes sheet to fill in a few blanks as they watch the
video.
3. Students will create a tomb design for a famous Egyptian leader that is
consistent with ancient Egyptian designs, colors, style, and the religious
customs and traditions of the time. Teacher will have examples on display as
well as pictures for the students to see what Egyptian Tombs looked like.
4. Students will group by group will come up to the front of the room and
watch the teacher perform the mummification process on the raw chicken
(whole).
5. Teacher will begin mummification process on the pre-washed chicken.
Place the chicken in a zip lock bag. Then, fill the bag with salt (be sure that
the salt completely covers the chicken, inside and out, otherwise the chicken
will start to smell after a few days). While filling the bag with salt, teacher
explains what the salt is going to do to the chicken.
6. After teacher has shown the students how to mummify the chicken, each
group of students will take turns mummifying their own chickens.
7. Students will be asked to include an individual written explanation of their
project/tomb/mummified chicken and post it along with their project display.
This will be a two to three paragraph answer to a response question provided
by the teacher.
9. Students will present their project to the class on week four on
Wednesday, taking time to explain their design and each of the key elements
it includes.
D. Standards:
National Social Studies Standards: World History Across the Eras: Standard 1:
The student is able to:

Analyze why humans have built cities and how the character, function,
and number of cities have changed over time.

Trace major patterns of long-distance trade from ancient times to the

present and analyze ways in which trade has contributed to economic and
cultural change in particular societies or civilizations.

Analyze how ideals and institutions of freedom, equality, justice, and

citizenship have changed over time and from one society to another.

Compare the economic and social importance of slavery and other forms
of coerced labor in various societies from ancient times to the present.

Analyze ways in which human action has contributed to long-term

changes in the natural environment in particular regions or worldwide.
World History Content Standards: Era 2: Early Civilizations and the
Emergence of Pastoral Peoples, 4,000 1,000 BCE

Standard 1: The major characteristics of civilization and how civilizations

emerged in Mesopotamia, Egypt, and the Indus valley.
Standards for the Arts

Standard 3: Responding to and Analyzing Works of Art

Students will respond critically to a variety of works in the arts, connecting the individual
work to other works and to other aspects of human endeavor and thought.
Students will reflect on, interpret, and evaluate works of art, using the language of
art criticism. Students will analyze the visual characteristics of the natural and
built environment and explain the social, cultural, psychological, and
environmental dimensions of the visual arts. Students will compare the ways in
which a variety of ideas, themes, and concepts are expressed through the visual arts
with the ways they are expressed in other disciplines.
Standard 4: Understanding the Cultural Dimensions and Contributions of the Arts
Students will develop an understanding of the personal and cultural forces that shape
artistic communication and how the arts in turn shape the diverse cultures of past and
present society.
Students will explore art and artifacts from various historical periods and world
cultures to discover the roles that art plays in the lives of people of a given time
and place and to understand how the time and place influence the visual
characteristics of the artwork. Students will explore art to understand the social,
cultural, and environmental dimensions of human society.

E. Materials Needed for Lesson:

Raw Chicken (Whole, preferably)

 Salt

Zip Lock Bags

Markers

Shoe Boxes

Craft Materials

PART THREE
Social Studies Assessment for Lesson:
The summative assessment will be the two to three paragraphs each individual
student creates. The student will be assessed for the quality of knowledge that they
have demonstrated from the video and from the mummifying process they learn
from the teacher in their written responses. The extent of the responses can be an
indicator of success or failure in the mastery of this lesson. It is imperative that the
students can formulate logical connections between the Egyptian culture and the
afterlife process that was conducted in class.
The students will formatively be assessed on what they know about the
mummification process and Egyptian process of burials. Students will be asked to
think, then pair, and then share with a partner what they know about Egyptian
afterlife and burial processes. The students will be formatively assessed over their
ability to participate in the mummifying process of the chicken as well as staying on
task and creating their group tombs and writing their paragraphs. The formative
assessment will be the presentations that the students give over their mummified
chicken and tombs they created.
Overview of Accommodations/Modifications for Pat: In order for Pat to be
successful in my classroom, I need to be mindful of all Pats strengths as well as his
learning disabilities. The chart below looks at specific areas that Pat struggles with
in the classroom. I have included accommodations that I will make for Pat in
relation to this specific lesson and a rationale that backs up why I have made
certain accommodations for him in the chart below.
Assessment Accommodations/Modifications for Pat:

Deficit according Accommodation Rationale

to IEP

Regards to ADHD
(OHI):

1. Assessment 1. Pat will be given more time to 1. The reason that Pat can choose to
Alterations complete the prompt paragraphs have more time if he writes out his
that are being used as the response is because he struggles with
summative assignment. Pat can written expression. Pat also has poor
 also write bullet points instead of handwriting and has a hard time
paragraphs, if he gives an oral focusing, so giving him extended time to
explanation of what he has write his paragraphs could help me see
learned. If Pat chooses to write more of what Pat knows. I also said pat
out his responses, I will allow could use bullet points for his
him to write one strong paragraph assessment since his written expression
instead of two or three. is also a struggle for him. The bullet
points can then be explained verbally. I
would also accept an all verbalized
assessment from Pat. Allowing Pat to
only have to respond in writing with one
paragraph instead of three, if he chooses
to write, will help keep the information
he is providing more precise. This
would also be a way to get him to finish
his assessment more quickly with not as
much additional time.

2. Pat will have the prompt read to him

2. The prompt that the students in order for me to make sure that he
2.Reading/Reading are given to help them write their understands what he is being asked to
Fluency two to three paragraphs will be write about.
read aloud to Pat.
3. I believe that I will be able to assess
3. Pats verbalization and whether or not Pat is understanding the
3. Grading thoughtfulness of content lesson and how the afterlife of Ancient
throughout this lesson will add to Egyptian culture works. There will not
his summative grade for the be a change in the grading scale for Pat,
written assignment the other but I will take into consideration his
students are completing. effort. If Pat seems to not have
understood the content, I will give him a
chance to revise by having him look
back at the notes from the video as well
as what he learned from creating the
mummified chicken and the tomb.

Classroom Accommodations/Modifications for Pat:

Deficit according to IEP Accommodation Rationale

1. Change of Behaviors (Day
to Day)
1. Pat will have a desk that is close 1. I want Pat to know that he
to mine. Pat will also be close to will not get away with
pencil sharpener and door. having disruptive behavior.
I will give him an
opportunity to leave the

2. Keeping Pat Accountable
2. Daily Check in Check Out
system and daily agenda
room and get a drink or run
an errand for me if I see that
Pats behavior for the day is
disruptive to the classroom.
The pencil sharpener
location is for Pat to get up
and use if he is feeling like
sitting still becomes too
monotonous. Location by
the door is keep Pats
leaving from being too
noticeable to the other
students.
2. Pat will be required to
show proof of something he
has done every day. It could
be the notes for the day or
knowing an answer to a
question that I asked. I want
to know that Pat has a way
to be held accountable for
all of the daily agendas he
has in my classroom. I will
also give Pats special
education teacher an agenda
to give Pat prior to class. I
want Pat to have zero
surprises about what is
going to happen in my
classroom.

Lesson and Activity Accommodations/Modifications for Pat:

Deficit Accommodation Rationale

1. Pat struggles with 1. I will only call on students have 1. Making sure that I commit to
waiting his turn to talk. raised their hands when I ask for only calling on students with
volunteers to share out information their hands raised will show Pat
about Egyptian afterlife. I will also that there is no room for
provide the groups with set roles as interruptions. Within the groups,
they begin to create their tombs and Pat will not be given a task that
go through the chicken involves a lot of writing or
mummifying process. I will drawing since he struggles with
provide Pat with an agenda of what written expression. Pat could
 his role is to do. This means that be the student who gets the
Pat will know what he is supposed materials for his group. This
to contribute to the group. would give him an opportunity
to move around the room.

2. Pat requires repetition,
slower pace, and more
time with additional adult
support.
2. Pat will need accommodations 2. I may have Pat fill out the
made for the video that the class is blanks on the guided notes sheet
supposed to watch and learn about if the cooperating special
the Egyptian afterlife from. I will education teacher is available to
provide Pat with a handout that has work through the video notes
the key information from the video with him. This would give him
on it. The rest of the class will be time to have the information
given the sheet as well, but Pats repeated to him if he missed
sheet will have the guided fill in the something that was said during
blank part already done for him. the video. I will also repeat the
answers on the guided notes
sheet after the video is done
playing, so that Pat hears the
answers again.

3. Lesson involves specific 3. When grouping Pat, I will

opportunity for hands on work as make sure that his group is one
3. Pat struggles with well as movement that will help of the groups that comes to
sitting still accommodate Pats hyperactivity. mummify towards the middle of
hyperactivity/restlessness. and need for movement. the class period. This will allow
Pat to have a change of scenery
from the initial sitting in the
desk and then the working on
the tomb and writing responses.

4. The idea behind the video is

4. In order for Pat to focus easier, I for Pat to be able to focus more
will be showing the class a video on easily.
4. Focusing (minimal Egyptian afterlife instead of simply
readingvideo) going through notes with them.