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Project G.L.A.D. Ancient Egypt, Mesopotamia and Kush

Vacaville Unified School District(level 6)

Idea PagesI. Unit Theme

Political, religious, social and economic institutions of the early civilizations of Mesopotamia, Kush and Egypt

Focus: Egypt, Kush, Mesopotamia Focus: Geographical influence

II. Focus/Motivation Observation Charts Inquiry Chart Big Book

III. Concepts Egyptian trade influenced the eastern Mediterranean and Nile valley There was a relationship between religion and the social/political order of Egypt

and Mesopotamia. Kush had political, commercial, and cultural relations with Egypt.

SOCIAL STUDIES STANDARDS Grade 6

Standard 6.2

Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush, in terms of:

1.00 the location and description of the river systems, and physical settings that supported permanent settlement and early civilizations

2.00 the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and power

3.00 the relationship between religion and the social and political order in Mesopotamia and Egypt

4.00 the significance of Hammurabi’s Code

5.00 Egyptian art and architecture

6.00 the location and description of the role of Egyptian trade in the eastern Mediterranean and Nile valley

7.00 the significance of the lives of Queen Hatshepsut and Ramses the Great

8.00 the location of the Kush civilization and its political, commercial and cultural relations with Egypt

9.00 the evolution of language and its written forms

©K. Wyffels/R. Rosenzweig, Project GLAD, 2003 1

English Language Arts StandardsReading1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentStudents use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

Word Recognition 1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.

Vocabulary and Concept Development 1.2 Identify and interpret figurative language and words with multiple meanings.1.3 Recognize the origins and meanings of frequently used foreign words in English and use these words accurately in speaking and writing.1.4 Monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning.1.5 Understand and explain "shades of meaning" in related words (e.g., softly and quietly).

2.0 Reading Comprehension (Focus on Informational Materials) Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade six, students continue to make progress toward this goal.

Structural Features of Informational Materials 2.1 Identify the structural features of popular media (e.g., newspapers, magazines, online information) and use the features to obtain information.2.2 Analyze text that uses the compare-and-contrast organizational pattern.

Comprehension and Analysis of Grade-Level-Appropriate Text 2.3 Connect and clarify main ideas by identifying their relationships to other sources and related topics.2.4 Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports.2.5 Follow multiple-step instructions for preparing applications (e.g., for a public library card, bank savings account, sports club, league membership).

Expository Critique 2.6 Determine the adequacy and appropriateness of the evidence for an author's conclusions.2.7 Make reasonable assertions about a text through accurate, supporting citations.2.8 Note instances of unsupported inferences, fallacious reasoning, persuasion, and propaganda in text.

3.0 Literary Response and Analysis Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.


Structural Features of Literature 3.1 Identify the forms of fiction and describe the major characteristics of each form.

Narrative Analysis of Grade-Level-Appropriate Text 3.2 Analyze the effect of the qualities of the character (e.g., courage or cowardice, ambition or laziness) on the plot and the resolution of the conflict.3.3 Analyze the influence of setting on the problem and its resolution. 3.4 Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme. 3.5 Identify the speaker and recognize the difference between first-and third-person narration (e.g., autobiography compared with biography).3.6 Identify and analyze features of themes conveyed through characters, actions, and images.3.7 Explain the effects of common literary devices (e.g., symbolism, imagery, metaphor) in a variety of fictional and nonfictional texts.

Literary Criticism 3.8 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).

Writing

1.0 Writing Strategies Students write clear, coherent, and focused essays. The writing exhibits students' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.

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.

1.2 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.

Research and Technology 1.4 Use organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate information.1.5 Compose documents with appropriate formatting by using word-processing skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation).

Evaluation and Revision 1.6 Revise writing to improve the organization and consistency of ideas within and between paragraphs.

2.0 Writing Applications (Genres and Their Characteristics)


Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.

Using the writing strategies of grade six outlined in Writing Standard 1.0, students:

2.1 Write narratives:a. Establish and develop a plot and setting and present a point of view that is appropriate to the stories.b. Include sensory details and concrete language to develop plot and character.c. Use a range of narrative devices (e.g., dialogue, suspense).

2.2 Write expository compositions (e.g., description, explanation, comparison and contrast, problem and solution):a. State the thesis or purpose.b. Explain the situation.c. Follow an organizational pattern appropriate to the type of composition.d. Offer persuasive evidence to validate arguments and conclusions as needed.

2.3 Write research reports:a. Pose relevant questions with a scope narrow enough to be thoroughly covered.b. Support the main idea or ideas with facts, details, examples, and explanations from multiple authoritative sources (e.g., speakers, periodicals, online information searches).c. Include a bibliography.

2.4 Write responses to literature:a. Develop an interpretation exhibiting careful reading, understanding, and insight.b. Organize the interpretation around several clear ideas, premises, or images.c. Develop and justify the interpretation through sustained use of examples and textual evidence.

2.5 Write persuasive compositions:a. State a clear position on a proposition or proposal.b. Support the position with organized and relevant evidence.c. Anticipate and address reader concerns and counterarguments.

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).

Listening and Speaking

1.0 Listening and Speaking Strategies Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication.

Comprehension 1.1 Relate the speaker's verbal communication (e.g., word choice, pitch, feeling, tone) to the nonverbal message (e.g., posture, gesture).1.2 Identify the tone, mood, and emotion conveyed in the oral communication.1.3 Restate and execute multiple-step oral instructions and directions.Organization and Delivery of Oral Communication1.4 Select a focus, an organizational structure, and a point of view, matching the purpose, message, occasion, and vocal modulation to the audience.1.5 Emphasize salient points to assist the listener in following the main ideas and concepts.1.6 Support opinions with detailed evidence and with visual or media displays that use appropriate technology.1.7 Use effective rate, volume, pitch, and tone and align nonverbal elements to sustain audience interest and attention.

Analysis and Evaluation of Oral and Media Communications 1.8 Analyze the use of rhetorical devices (e.g., cadence, repetitive patterns, use of onomatopoeia) for intent and effect.1.9 Identify persuasive and propaganda techniques used in television and identify false and misleading information.

2.0 Speaking Applications (Genres and Their Characteristics) Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

Using the speaking strategies of grade six outlined in Listening and Speaking Standard 1.0, students:

2.1 Deliver narrative presentations:a. Establish a context, plot, and point of view.b. Include sensory details and concrete language to develop the plot and character.c. Use a range of narrative devices (e.g., dialogue, tension, or suspense).


2.2 Deliver informative presentations:a. Pose relevant questions sufficiently limited in scope to be completely and thoroughly answered.b. Develop the topic with facts, details, examples, and explanations from multiple authoritative sources (e.g., speakers, periodicals, online information).

2.3 Deliver oral responses to literature:a. Develop an interpretation exhibiting careful reading, understanding, and insight.b. Organize the selected interpretation around several clear ideas, premises, or images.c. Develop and justify the selected interpretation through sustained use of examples and textual evidence.

2.4 Deliver persuasive presentations:a. Provide a clear statement of the position.b. Include relevant evidence.c. Offer a logical sequence of information.d. Engage the listener and foster acceptance of the proposition or proposal.

2.5 Deliver presentations on problems and solutions:a. Theorize on the causes and effects of each problem and establish connections between the defined problem and at least one solution.b. Offer persuasive evidence to validate the definition of the problem and the proposed solutions.

ELD StandardsGrades 6-8Listening and SpeakingBeginning Level

Begin to speak a few words or sentences by using some English phonemes and rudimentary English grammatical form (e.g., single words or phrases)

Ask and answer questions by using simple sentences or phrases Demonstrate comprehension of oral presentations and instructions through nonverbal

responses (e.g., gestures, pointing, drawing) Independently use common social greetings and simple repetitive phrases.

Early Intermediate Level Begin to be understood when speaking but may have some inconsistent use of standard

English grammatical forms and sounds (e.g., plurals, simple past tense, pronouns such as he or she)

Ask and answer questions by using phrases or simple sentences Restate and execute multiple-step oral directions Restate in simple sentences the main idea of oral presentations in subject matter content Orally communicate basic needs (e.g., “I need to borrow a pencil”.) Prepare and deliver short oral presentations

Intermediate Level Respond to messages by asking simple questions or by briefly restating the message Listen attentively to stories and information and identify important details and concepts

by using both verbal and nonverbal responses. Make oneself understood when speaking by using consistent standards English

grammatical forms and sounds: however, some rules may not be followed (e.g., third person singular, male and female pronouns)

Participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.


Identify the maid idea and some supporting details or oral presentations, familiar literature, and key concepts of subject-matter content.

Prepare and deliver short presentations on ideas, premises or images obtained from various common sources.

Early Advanced Level Listen attentively to more complex stories and information on new topics across content

areas and identify the main points and supporting details. Retell stories in greater detail by including the characters, setting and plot. Make oneself understood when speaking by using consistent Standard English

grammatical forms, sounds, intonations, pitch and modulation but may make random errors.

Participate in and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and soliciting information.

Recognize appropriate ways of speaking that vary according to the purpose, audience and subject matter.

Respond to messages by asking questions, challenging statements or offering examples that affirm the message.

Use simple figurative language and idiomatic expressions (e.g., “heavy as a ton of bricks,” “soaking wet”) to communicate ideas to a variety of audiences.

Prepare and deliver presentations that use various sources.

Advanced Level Listen attentively to stories and information on topics; identify the main points and

supporting details. Demonstrate an understanding of figurative language and idiomatic expressions by

responding to such expressions and using them appropriately. Negotiate and initiate social conversations by questioning, restating, soliciting

information and paraphrasing the communication of others. Consistently use appropriate ways of speaking and writing that vary according to the

purpose, audience and subject matter. Prepare and deliver presentations and reports in various content areas, including a

purpose, point of view, introduction, coherent transitions and appropriate conclusions. Speak clearly and comprehensibly by using Standard English grammatical forms, sounds,

intonation, pitch and modulation.

Word AnalysisBeginning Level

Recognize and correctly pronounce most English phonemes while reading aloud. Recognize the most common English morphemes in phrases and simple sentences.

Early Intermediate Level Produce most English phonemes comprehensibly while reading aloud one’s own writing,

simple sentences or simple texts. Use common English morphemes in oral and silent reading. Recognize obvious cognates in phrases, simple sentences, literature and content area

texts. Intermediate Level

Apply knowledge of common English morphemes in oral and silent reading to derive meaning from literature and texts in content areas.

Identify cognates (e.g., agonía, agony) and false cognates (e.g., éxito, exit) in literature and texts in content areas


Early Advanced Level Apply knowledge of word relationships, such as roots and affixes, to derive meaning

from literature and texts in content areas. Distinguish between cognates and false cognates in literature and texts in content areas.

Advanced Level Apply knowledge of word relationships, such as roots and affixes, to derive meaning

from literature and texts in content areas Distinguish between cognates and false cognates to derive meaning from literature and

texts in content areas.

Fluency and Systematic Vocabulary DevelopmentBeginning Level

Read aloud simple words presented in literature and subject matter texts; demonstrate comprehension by using one to two words or simple-sentence responses.

Respond with appropriate short phrases or sentences in various social and academic settings(e.g., answer simple questions)

Create a simple dictionary of wards frequently used by the student. Retell stories by using phrases and sentences Produce simple vocabulary (single words or short phrases) to communicate basic needs in

social and academic settings (e.g., locations, greetings, classroom objects)Early Intermediate Level

Use knowledge of literature and content areas to understand unknown words. Read simple paragraphs and passages independently. Demonstrate internalization of English grammar, usage and word choice by recognizing

and correcting some errors when speaking or reading aloud. Read aloud with appropriate pacing, intonation and expression one’s own writing of

narrative and expository texts. Use standard dictionary to find the meaning of known vocabulary.

Intermediate Level Use a standard dictionary to determine meanings of unknown words. Use knowledge of English morphemes, phonics, and syntax to decode text. Recognize simple idioms, analogies, figures of speech, (e.g., “take a fall”) and metaphors

in literature and texts in content areas. Demonstrate internalization of English grammar, usage, and word choice by recognizing

and correcting errors when speaking or reading aloud. Use decoding skills and knowledge of both academic and social vocabulary to read

independently. Recognize that some words have multiple meanings.

Early Advanced Level Use knowledge of English morphemes, phonics and syntax to decode and interpret the

meaning of unfamiliar words. Recognize that some words have multiple meanings and apply this knowledge to read

literature and texts in content areas. Use a standard dictionary to determine the meaning of unknown words (e.g., idioms and

words with multiple meanings) Use decoding skills land knowledge of academic and social vocabulary to achieve

independent reading. Recognize idioms, analogies and metaphors used in literature and texts in content areas. Read aloud with appropriate pacing, intonation and expression increasingly complex

narrative and expository texts. Advanced Level


Recognize that some words have multiple meanings and apply this knowledge consistently in reading literature and texts in content areas.

Apply knowledge of academic and social vocabulary to achieve independent reading. Use common idioms and some analogies (e.g., “shine like a star”, “let the cat out of the

bag”) and metaphors. Use a standard dictionary to determine the meaning of unknown words.

Reading ComprehensionBeginning Level

Read simple text and orally respond to factual comprehension questions by using key words or phrases.

Understand and follow simple multiple-step oral directions for classroom or work related activities.

Orally identify, using key words or phrases, the main ideas and some details of familiar texts.

Point out text features, such as the title, table of contents and chapter headings. Use pictures, lists, charts, and table found in information materials, newspapers and

magazines to identify the factual components of compare-and-contrast patterns. Orally identify examples of fact and opinion and cause and effect in simple texts.

Early Intermediate Level Read and orally respond to simple literary texts and texts in content areas by using simple

sentences to answer factual comprehension questions. Identify and follow some multiple-step directions for using simple mechanical devices

and filling out basic forms. Identify and orally explain categories of familiar informational materials by using simple

sentences. Read text and orally identify the main ideas and details of informational materials,

literary text, and text in content areas by using simple sentences. Read and orally identify examples of fact and opinion and cause and effect in written

texts by using simple sentences. Orally identify the factual components of simple informational materials by using key

words or phrases. Intermediate Level

Read literature and respond orally to it by answering in detailed sentences factual comprehension questions.

Read text and use detailed sentences to explain orally the main ideas and details of information text, literary text and text in content areas.

Understand and orally explain most multiple-step directions for using a simple mechanical device and filling out simple applications.

Identify and use detailed sentences to explain orally the differences among some categories of informational materials.

Understand and orally identify the features and elements of common consumer (e.g., warranties, contracts, manuals) and informational materials (e.g., magazines and books)

Early Advanced Level Identify and explain the main ideas and critical details of informational materials, literary

texts, and texts in content areas. Identify and explain the differences between various categories of informational materials

(e.g., textbooks, newspapers, instructional materials) Analyze a variety of rhetorical styles found in consumer (e.g., warranties, contracts,

manuals) and informational materials (e.g., magazines, newspapers, textbooks)


Advanced Level Identify and explain the main ideas and critical details of informational materials, literary

text and text in content areas. Analyze a variety of rhetorical styles, found in consumer (e.g., warranties, contracts) and

informational materials (e.g., magazines, newspapers, textbooks and signs) Identify and analyze the differences between various categories of informational

materials (textbooks, newspapers, instructional manuals and signs)

Literacy Response and AnalysisBeginning Level

Respond orally in one or two words to factual comprehension questions about simple literary texts.

Identify orally different characters and settings in simple literary texts by using words or phrases.

Role-play a character from a familiar piece of literature by using words and phrases. Create pictures, lists, and charts and table to identify the sequence of events in simple

literary texts. Recite simple poems

Early Intermediate Level Respond orally to factual comprehension questions about brief literary texts by answering

simple sentences. Read literary texts and orally identify the main events of the plot by using simple

sentences. Read a selection and orally identify the speaker or narrator. Identify the difference in points of view between first person and third person by using

simple sentences. Distinguish orally the characteristics of different forms of fiction and poetry by using

simple sentences. Describe orally in simple sentences a character in a brief literary text by identifying the

thoughts and actions of the character.Intermediate Level

Use expanded vocabulary and descriptive words in paraphrasing oral and written responses to texts.

Read text and use detailed sentences to respond orally to factual comprehension questions about three forms of brief prose (e.g., short story, novel, essay)

Apply knowledge of language to analyze and derive meaning from literary texts and comprehend them.

Early Advanced Level Identify literary devices, such as narrative voice, symbolism, dialect and irony. Describe orally the major characteristics of several forms of poetry by using detailed

sentences. Describe the author’s point of view in literary text by using detailed sentences. Compare and contrast a similar theme across several genres by using detailed sentences. Describe orally and in writing a similar theme or topic by using detailed sentences. Read a literary selection and orally explain the literary elements of plot, setting and

characters by using detailed sentences. Describe the major characteristics of several forms of fiction and poetry: short story,

essay, novel, ballad, lyric and epic.Advanced Level

Analyze the setting (place, time customs) and its influence on the meaning of and conflict in a literary text.


Identify and describe several literary elements and techniques in literary tests (e.g., figurative language, imagery, and symbolism)

Compare and contrast a similar theme or topic across genres and explain how the genre shapes the themes or topics.

Analyze recurring themes across literary works (e.g., good and evil, loyalty and betrayal) Compare and contrast the motivation and reactions of characters across a variety of

literary texts. Analyze the elements of a plot, including its development and the way conflicts are

addressed and resolved. WritingBeginning Level

Organize and record information from selected literature and content areas by displaying it on pictures, lists, charts and tables.

Create simple sentences or phrases with some assistance. Write a brief narrative by using a few simple sentences that included the setting and some

details. Use the writing process to write brief narratives and stories with a few standard

grammatical forms. Write simple compositions, such as descriptions and comparison and contrast, that have a

main idea and some detail. Complete basic business forms in which information such as one’s name, address and

telephone number is requested.Early Intermediate Level

Write simple sentences of brief responses to selected literature to show factual understanding of the text.

Use common verbs, nouns and high-frequency modifiers in writing simple sentences. Create a draft of a paragraph by following an outline. Write an increasing number of words and simple sentences appropriate for language arts

and other content area (e.g., math, science, history-social science) Write expository compositions, such as descriptions, comparison and contrast and

problem and solution, that include a main idea and some details in simple sentences. Collect information from various sources (e.g., dictionary, library books, research

materials) and take notes on a given topic. Proceed through the writing process to write short paragraphs that contain support in

details about a given topic. There may be some inconsistent use of standard grammatical forms.

Complete simple informational documents related to career development (e.g., bank forms and job applications)

Intermediate Level Narrate a sequence of events and communicate their significance to the audience. Write brief expository compositions (e.g., description, comparison and contrast, cause

and effect and problem and solution) that include a thesis and some points of support. Develop a clear purpose in a short essay by appropriately using the rhetorical devices of

quotations and facts. Write responses to selected literature that exhibit understanding of the text, using detailed

sentences and transitions. Use more complex vocabulary and sentences appropriate for language arts and other

content areas (e.g., math, science, history-social science) Write documents related to career development (e.g., business letter, job application) Use complex sentence tin writing brief fictional biographies and short stories that include

a sequence of events and supporting details.


Use basic strategies of note taking, outlining, and the writing process to structure drafts of simple essays, with consistent use of standard grammatical forms. (Some rules may not be followed)

Investigate and research a topic in a content area and develop a brief essay or report that includes source citations.

Early Advanced Level Write in different genres (e.g., short stories and narratives) including coherent plot

development, characterization and setting. Develop a clear thesis and support it by using analogies, quotations, and facts

appropriately Write responses to selected literature that develop interpretations, exhibit careful reading

and cite specific parts of the text. Use appropriate language variations and genres in writing for language arts and other

content areas. Write pieces related to career development (e.g., business letter, job application, letter of

inquiry) Write persuasive expository composition that include a clear thesis, describe organized

points of support, and address a counterargument. Write detailed fictional biographies or autobiographies. Use strategies of note taking, outlining, and summarizing to structure drafts of clear,

coherent and focused essays with consistent use standard grammatical forms. Write an essay or report that balances information, has original ideas, and gives credit to

sources in a bibliography. Use appropriate tone and voice for the purpose, audience, and subject manner.

Advanced Level Write persuasive expository compositions that include a clear thesis, describe organized

points of support and address counterarguments. Produce writing by using various elements of discourse (e.g., purpose, speaker, audience,

form) in narrative, expository, persuasive and or descriptive writing Use appropriate language variations and genres in writing for language arts and other

content areas. Write pieces related to career development (e.g., business letter, job application, letter of

inquiry, memorandum) Write responses to literature that develop interpretations, exhibit careful reading and cite

specific parts of the text. Develop a clear thesis and use rhetorical devices (e.g., analogies, quotations, facts,

statistics and comparison) to support it. Use strategies of note taking, outlining, and summarizing to structure drafts of clear,

coherent and focused essays by using standard grammatical forms. Write documents (e.g., fictional biographies, autobiographies, short stories and

narratives) that include coherent plot development, characterization, setting and a variety of literary strategies (e.g., dialogue, suspense)

Use various methods of investigation and research to develop an essay or report that balances information and original ideas, including a bibliography.

English Language ConventionsBeginning Level

Edit one’s own work and correct the punctuation. Identify basic vocabulary, mechanics, and sentence structures in a piece of writing. Revise one’s writing for proper use final punctuation, capitalization and correct spelling.


Early Intermediate Level Edit writing for basic conventions (e.g., punctuation, capitalization and spelling) Revise writing, with teacher’s assistance, to clarify meaning and improve the mechanics

and organization Use clauses, phrases, and mechanics of writing with consistent variations of grammatical

forms.Intermediate Level

Revise writing for appropriate word choice and organization with variation in grammatical forms and spelling.

Edit and correct basic grammatical structures and usage of the conventions of writing.Early Advanced Level

Create coherent paragraphs through effective transitions Revise writing for appropriate word choice, organization, consistent point o view and

transitions with some variation in grammatical forms and spelling. Edit writing for grammatical structure sand the mechanics of writing.

Advanced Level Revise writing for appropriate word choice and organization, consistent point of view and

transitions, using approximately standard grammatical forms and spelling. Create coherent paragraphs through effective transitions and parallel constructions Edit writing for the mechanics to approximate standard grammatical forms.

SCIENCE STANDARDS Grade 6

Investigation and Experimentation 6. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept, addressing the content in the other three strands, students should develop their own questions and perform investigations.

MATHEMATICS STANDARDS Grade 6

Mathematical Reasoning1.0 Students make decisions about how to approach problems: 1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, identifying missing information, sequencing and prioritizing information and observing patterns. 1.3 Determine when and how to break a problem into simpler parts.

2.0 Students use strategies, skills, and concepts in finding solutions: 2.1 Use estimation to verify the reasonableness of calculated results.2.2 Apply strategies and results from simpler problems to more complex problems.


3.0 Students move beyond a particular problem by generalizing to other situations: 3.1 Evaluate the reasonableness of the solution in the context of the original situation.3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems. 3.3 Develop generalizations of the results obtained and apply them in other circumstances.


Vocabulary for Ancient Egypt, Mesopotamia and Kush

1. Egypt2. Nile River3. Giza4. Kemet5. Memphis6. Thebes7. Flax8. Papyrus9. Queen Hatshepsut10.Ramses II11.Old Kingdom12.Middle Kingdom13.New Kingdom14.Pharaoh15.Scribe16.Hieroglyphics17.Rosetta Stone18.Drought19. Irrigations20.Archeologist21.Civilization22.Vizier23.Mummy24.Son of Re25.Thoth26.Hathor27.Osiris28.Hapi29. Isis30.Afterlife31.Book of the Dead32.Great Pyramid33.Sphinx34.Burial35.Sarcophagus36.A.D.—B.C.37.C.E.—B.C.E.38.Mesopotamia39.Tigris40.Euphrates41.Silt42.Sumer

43.Fertile Crescent44.Alluvial plain45.Emmer46.Hammurabi47.Hierarchy48.Cuneiform49.Pictographs50.Ziggurats51.Polytheistic52.Monarchy53.City-state54.Kush55.Nubia56.Kushite Dynasty57.Kermas58.Meroë59.Abu Simbel


Project G.L.A.D.Ancient Egypt, Mesopotamia and Kush

Regina Rosenzweig and Kate Wyffels Vacaville Unified School District

Planning PagesI. Focus and Motivation

Daily Read Aloud Inquiry Charts Observation Charts Exploration Chart Big Book

II Input Timeline Pictorial Input Graphic Organizer World Map Narrative-“King” Hatshepsut Expert Groups Egypt Map Picture File Cards CCD

III Guided Oral Practice Lecture with 10/2 Picture File Cards T-graph Process Grid CCD Where’s My Answer? (for practice test)

IV Reading/Writing Total Class

o Cooperative Strip Paragraph-transitions, conclusions Group Practice

o Team Taskso Team Writing Workshopo Ear to Ear Readingo Expert Groups

Individual

o Learning Logso Text and Youo Interactive Journalo Writer’s Workshopo Individual Tasks

o Research Background subject Specific pharaohs and social hierarchies

o Research Customs, religion, architecture, politics

o Write persuasive letter to the Ramses IIo Develop letter with presentation-plays, videos, reports in costume

V. Extended Activities Make Big Book Posters 20 Questions Jeopardy Music from Egypt Museum

VI. Closure Present Letter Process All Learning/Inquiry Ancient World Test Egyptian Feast Student Generated Tests Graffiti Wall Where’s My Answer? Required Expository to Rubric Required Poetry Piece Team Feud Personal Exploration

Ancient Egypt, Mesopotamia and KushProject G.L.A.D.

Sample Daily Lesson PlansDay 1

Focus and Motivation Personal Standards & Reinforcers CCD/signal word - hieroglyphics Observation Walk Inquiry Chart & Picture File Cards Big Book and Personal Interaction

Input World Map Egypt Map

Reading and Writing Learning Log

Guided Oral Practice Poetry/Chant - Bugaloo

Input Timeline

Reading and Writing Portfolios & Team Organization Learning Log

Guided Oral Practice T-Graph - cooperation Exploration Report – Art & Architecture Poetry/Chant – Yes, Ma’am

Input Pictorial -Religion

Reading and Writing Journal Home/School Connection

Day 2

Focus and Motivation CCD – Review meaning of signal word, choose new word Process Home/School Connection

Input Review Timeline and finish and review Egypt Map with word cards Finish Pictorial

Guided Oral Practice Poetry/Chant – Sound Off – multiple meaning words

Input Narrative Input Chart - King Hatshepsut

o Reading and Writing – Learning logs

Guided Oral Practice ELD Group Retell Narrative Review & Add to T-Graph Team Tasks – introduce procedures & start name plate

Reading and Writing Expert Groups-Mesopotamia A

Input Graphic Organizer – Social Hierarchy

Guided Oral Practice Poetry/Chant – Here,There

Reading and Writing Writer’s Workshop – mind map – mini-lesson, write Interactive Journals-pass back, read, write Home/School Connection

Day 3Focus and Motivation

CCD/signal word: Review yesterday’s word; choose new signal word Process Home/School Connection

Guided Oral Practice Farmer in the Dell – Egyptians Here There Chant Trading Game Poetry/Chants

Guided Oral Practice Category cards for Process Grid Process Grid- first line, whole class--numbered heads

Reading and Writing Expert Group: Mesopotamia B Writer’s Workshop: mini-lesson on genres, write, author’s chair Interactive Journal Home/ School Connection

Day 4

Focus and Motivation CCD/signal word: Review yesterday’s word; choose new signal word Process Home/School Connection Review Big Book

Reading and Writing Model CCD Review with Experts/Team Tasks

Guided Oral Practice Process Grid: use numbered heads game Chants

Reading and Writing Flexible Reading Group: Clunkers and Links, SQ3R/Team Tasks Cooperative Strip Paragraph: respond, revise, edit Writer’s Workshop: Mini-lesson on autobiography vs. biography,

write, author’s chair Home/School Connection

Day 5 Focus and Motivation

CCD/signal word: Review yesterday’s word; choose new signal word Process Home/School Connection Process Inquiry Chart Discuss Team Presentations/Team Evaluation

Reading and Writing Review Narrative with Dialogue Boxes Story Map Writer’s Workshop: mini-lesson on dialogue, write, author’s chair Flexible Reading Group: Cooperative Strip/Team Tasks

Guided Oral Practice Team Presentations Chants/poetry

Reading and Writing Listen and Sketch Ear-to-ear Reading with poetry booklet Read the Walls Letter Home Archeologist Awards

The Old Kingdom2625 BC-2130 BC

Middle Kingdom1980 BC-1630 BC

New Kingdom1539 BC-1075 BC

• Best known for buildings an pyramids• Before this time Pharaohs were buriedin flat/mud brick tombs called mastabas• mummification•The Great Pyramid of Giza was built in 2560 BC•The Great Sphinx was built by Khafre from 2558-2532 BC•Hieroglyphics were invented during this time for communication.•Rosetta Stone… not discovered until 1799 but is believed to been created during this time period.

•2080 civil war split and then reunited Egypt around 1980 BC•Rule of Dynasty 12 considered high pt.• Amenenhet in Lower Egypt took over as pharaoh•Trade expanded•Lebanon traded woodNubia and Syria traded gold and copper•Society changed and was divided by social class•Pyramid of power- slaves had some freedoms•Government changed when Sesotris III was Pharaoh reorganized Egypt’s bureaucracy. Before then the leaders had too much power. System of governors under the Pharaoh

•Hyksos ruled for about 100 years- introduced the chariot•Was defeated in 1520 BC and the New Dynasty began in 1539.•Thutmose I ruled Thutmose II took over and died left wife Queen Hatshepsut to rule only woman •By 1450 BC ruled it’s largest size from Syria to Nubia•Thetmose III reached it’s biggest size under him•Built pyramids but mummies of Kings were hidden in the tombs in Valley of the Tombs•Ramesses II ruled for 67 years, known as Ramesses the Great.• 9 year boy Tutankhaton became Pharaoh – restored the old Egyptian gods and changed his name to Tutankhamun which means “Living Image of Amun” died at 18

R. Rosenzweig/Project GLAD, 2003

Ancient Egypt, Mesopotamia and Kush Process Grid

Civilization Geogra-phy

Agricul-ture &Land and Trade

Leaders & Importance

Society Writing & Language

Religion Politics Architec-ture & Art

Int. Facts

Egypt

Civilization Geography

Agriculture &



Religion Politics Architecture & Art

Int. Facts

©Wyffels and Rosenzweig, Project GLAD, 200323


Land and Trade

Mesopo-tamia


Agriculture &Land and Trade



Religion Politics Architec-ture & Art

Int. Facts

Kush




Agriculture &Land



Religion Politics Architecture & Art

Int. Facts

Israel



Greece

India



Civilization Geogra-phy

Agricul-ture &Land & Trade


Society & Politics

Writing & Language

Religion Architec-ture & Art

Int. Facts

Egypt Nile River annual flooding in north Africa desert Giza(Cairo today) on the Nile. Egyptians called it Kemet means Darkland because of dark,fertile sole along the Nile. Important cities were Memphis and Thebes

Crops included wheat, barley, lettuce,beans, onions, figs ,dates, grapes, melons,cucumbers, flax-used for Traded barley, wheat,gold, papyrus for cedar and pine to make boats (from Lebanon) gold, silver,copper, gold, ebony, ivory

Queen Hatshepsut-only female pharaoh-advanced commerce & building activity-built temple at Thebes

Ramses II-3rd ruler during New Kingdom believed he was a god while he was alive good harvests and longevity (hundreds of children) led to Egypt’s prosperity.

-pharaoh -ruler

-Nobles and priests - upper class owned most of the farm land and controlled temples

Crafts-workers, merchants, scribes -farmers

-slaves Most important government official was the vizier or advisor to carry out Pharaoh’s wishes

Developed hieroglyphics used 700 symbols to write records. Rosetta Stone-Jean Champollion-decoded hieroglyphics in 1799. Hieroglyphics were the writing for temples and monuments/ Demotic was the writing for everyday use

Pharoah was son of Re –Re is a falcon. Thoth-god of wisdom, Hathor-goddess of love, Osiris god of dead, Hapi god of Nile, prayers written in Book of the Dead and placed in their tombs believed in the afterlife

The Great Pyramid The Great Sphinx pyramids were burial place for dead and were built for rulers and Pharaohs

Nileflows North 4,000 miles



(Nubia and Syria)linens




Agriculture &Land & Trade


Society & Politics

Writing & Language

Religion Architecture & Art

Int. Facts

Mesopo-tamia

Means land between two rivers (in Greek)- Euphrates has few tributaries and Tigris. Southern region called Sumer

Fertile Crescent- plateau in north and south alluvial plains dry soil and hot climate crops: barley wheat emmer (like wheat) onions cucumbers figs apples/ sheep goats cattle for meat milk and wool/ horses camels donkeys

Hammurabi king of Babylon, city-state in Meso. later called Babylon-282 laws compiled in the Code of Hammurabi-dealt with everyday life marriage divorce slaves murder stealing “an eye 4 an eye and a tooth 4 a tooth” punishment- punished with same injury engraved in stone public

Sumerians had city-states/social classes: highest was king, priest; middle was merchants, managers, carpenters, potters, bricklayers, doctors, scribes/ lowest class was slaves who were mostly prisoners of war.Men had more rights than women-they had control of the home and could divorce for any reason.

Writing system was cuneiform-began with pictographs for nature like sun star and mountain. They were wedge-shaped symbols made in clay with a pointed reed. Allowed people to keep records of transaction, could send messaged with couriers to far away places and allowed people to pass on their accumulated knowledge to future generations

ziggurats or temples mud & brick polytheistic—many gods/if pleased the gods they’d have large harvests. Natural disasters floods sign of gods’ displeasure. Enlil god wind, rain/ Ea god waters

Ziggurats made of mud and brick

Mesopotamia today is used wheel and sailboat



Farming was the mainstay of their economy. Craftsmen made clay wood leather/ metalworkers made metals/Merchants traded wheat barley copper tools like ax heads and plow heads for wood salt raw copper tin and precious stonesfor work

location Sumeria had a monarchy or king

wisdom




Agriculture &Land and Trade


Society and Politics

Writing & Language

Religion Architec-ture & Art

Int. Facts

Kush North Africa, on the Nile in Upper Nubia, from Egypt’s south border to modern day Khartoum, Sedan

Rocky land, mostly granite, with high cliffs rising straight from the Nile/ copper and gold in the earth Traded pottery/became a trade center for gold, salt spices elephants and rhinoceros horns being traded from

King Kashta attacked Egypt in 750 BC. His son Piankhi conquered lower Egypt and was the start of the Kushite Dynasty (dynasty 25) in Egypt. Pharaoh Taharka built many temples and pyramids

Kermas was an important city and had great wealth from trade. Meroë was a later Kush capital and became a center for iron-makingKing had N sudan parts of S Egypt. Then Egypt invaded took Kush for 550 years. Pharaoh in Egypt had governonr in Kush the King’s Son Kush Later Kushistes then ruled Egypt for 130 years.

Egyptian hieroglyphics recorded achievements on temple walls. Then they created a Nubian written language to keep records of trade-had 23 symbols. This language is still a mystery and has not been decoded.

They were polytheistic, had Nubian and Egyptian gods, buried their king with gold, ivory, jewelry, and his weaponsoutlined the grave with cattle skulls

After Egyptians took over, they build cities and temples-important are the two temples of Abu Simbel

Kush’s location between Egypt and Southern Africa made it an ideal trading center. Nubia is the homeland of Africa’s earliest black culture



Africa to the Red Sea


Agriculture &Land



Religion Architecture & Art

Int. Facts

Israel

Greece

India


Ancient Egypt, Mesopotamia and Kush Process GridNarrative Input

His Majesty Queen HatshepsutThe woman who reigned as a man

Women in ancient Egyptian society shared with men the right to own property and businesses. Some women even became government officials and trusted advisers to pharaohs. Few women, however, became pharaohs.

But Queen Hatsheput ruled with her husband, Thutmose II, her half-brother. After the death of her husband, she refused to give up her rule to Thutmose II, her husband’s son with another wife. She believed she deserved to rule because she was the daughter of Thutmose I.

But she did become the pharaoh and in doing so, she became the first important woman ruler in world history. She ruled during the New Kingdom, and she helped bring strength and wealth to Egypt. She is remembered for her expansion of trade routes and for sending expeditions to the land of Punt. You will now hear a story about her coronation or crowning, as pharaoh.

And so arrangements for my coronation go forward. The sooner it takes place, the better. Throughout the Two Lands and abroad, the edict of my ascension to the throne is sent, only a few weeks before the ceremony. By tradition the event takes place on a major religious holiday, in this case the Feast Of Opet. I worry about my dress. As ceremony demands that the king wear the royal braided beard strapped to his chin (no matter whether he has a beard of his own or not), I shall certainly do so. Ought I then, to wear the long dress of a queen or the short kilt of a king?

My advisor or vizier, who is the most important government official and high Priest of Amun, Hapusoneb, is preoccupied with having to oversee so many elaborate arrangements in such a short period of time.

“One of the problems, Majesty, is that the coronation ceremonies are designed for men. How are we to change them?”

“There is no need to change anything, Vizier. I mean to rule as a king, with the full powers of a king. And I shall dress as a king. The rituals, the titles, will remain the same as these initiated by Narmer, first King of the Two Lands.”

And as I am resolved to be as resolute, as forceful as any king, I will begin by donning full regalia, which has the symbols of royalty for my coronation. Around my waist, over the short kilt, I fasten a broad belt adorned with a metal buckle in the form of my personal cartouche, which is a decoration with the name of a ruler written in hieroglyphics. Tied to it in front is an apron of beads, in back a bull’s tail. A girl attaches the beard to my chin. Over my wig is fitted the nems, the leather head cloth with the two striped lappets falling forward over my shoulders.

For the ceremony I have ordered a dazzling gold and jeweled pectoral, which is worn on the chest, suspended from a double gold chain. On each of

R. Rosenzweig, Project GLAD, 2003 33

Ancient Egypt, Mesopotamia and Kush Process Gridmy arms a girl clasps a pair of wide bracelets, another on each wrist, a third pair of my ankles. On my fingers rings are strung like chunks of beef on skewers. Surely I must weigh twice as much as usual.

As I take a final peek in my silver mirror, I gasp to my dear servant, Henut, “But I look like a mummy! One can hardly see the flesh for the gold.”

“Very appropriate, Highness.” Henut nods approvingly. “Egypt is wealthy beyond measure. You are the symbol of that wealth.”

Perhaps so, but wealth, I find, does not always signal comfort.The ceremony goes off with fanfare. Although the coronation of my

husband occurred fifteen years before, the rites are still clear in my memory.I sit on a light throne borne by six slaves from the Great House to the

royal barge, which carries us down the river. From the shore to the temple the procession is headed by heralds crying, “Earth, beware! Your god comes!” Rows of soldiers pace before and behind my carrying chair and in back of them are hundreds of priests.

Behind my chair a servant supports a long-handled sunshade to provide me some relief from the sun, and beside me two young pages wave fans of ostrich plumes. The tail of the procession - a very long tail - is made up of government dignitaries, the nobility and foreign envoys, those from other countries as representatives.

Most of the spectators sink to their knees, heads in the dust, although a few bewildered country folk stand gaping in amazement. A guard motions them sternly to bow. As Hapusoneb says,“Manners grow more and more out of fashion.” Still the atmosphere is a happy mixture of reverence and rejoicing.

In the main hall of the temple the High Priest accompanies me to the throne set on a dais, a raised platform. After prayers and hymns to Amon, the Priest makes an address in which he repeats my father’s words uttered in a dream:

“I have appointed her to be my successor upon my throne. She it is, assuredly, who shall sit upon my glorious throne, she shall order all matters for the people in every department of the state; she it is who shall lead you.”

Finally, he pronounces me Lord of the Two Lands. I am seated on the Horus-throne and into my hands he puts the two scepters, emblems of Osiris; the golden crook and the golden flail with its handle carved in the form of a lotus flower. And on my head he places one symbolic crown after another ending with the double crown. This double crown combines the white crown of Upper Egypt and the red of Lower Egypt with a golden cobra attached to the front. The cobra has the reputation of spitting poisonous fire at anyone venturing too near to Pharaoh. The whole thing is so heavy that my neck aches from the weight.I say, “I myself am a god. That which happens, is meant. Nothing I say is erroneous.”

Finally, it’s over and I am home in my suite, resting my head and painful neck. The reception and banquet lie ahead, but those I can manage easily. In the distance I hear the celebration of the people, with their eating


Ancient Egypt, Mesopotamia and Kush Process Gridand drinking, their singing and dancing. Egypt’s treasury will sink this day like the Nile during harvest, but then coronations do not happen every day, that of a queen practically never.

I, Makare Hatshepsut, am Pharaoh of all of Egypt! The thought is too stupendous to fit into my head just yet. First I must view it from all sides… and stoke it… and shape it… till it can slip naturally into place.

Little did I know I would rule for 21 years and nine months and build one of Egypt’s finest temples.



Poetry BookletArchaeologist’s Name__________________

R. Rosenzweig, Project GLAD, 200337

Pharaohs Hereby K. Wyffels

Pharaohs here, pharaohs therePharaohs, pharaohs everywhere

Arrogant pharaohs ruling,Juvenile pharaohs dictating,

Prosperous pharaohs trading,And aristocratic pharaohs governing.

Pharaohs in the temples,Pharaohs inside the tombs,

Pharaohs on the throne,And pharaohs around Egypt!

Pharaohs here, pharaohs therePharaohs, pharaohs everywherePharaohs! Pharaohs! Pharaohs!

Project GLAD/K Wyffels/2003

Yes, Ma’am by K. Wyffels

Is this Ancient Egypt? Yes, Ma’amIs this the Old Kingdom? Yes, Ma’amHow do you know? It’s 2575 B.C.Tell me some cities. Giza, Thebes and MemphisWhat’s Giza called now? It’s Cairo.What’s another name for Egypt? The gift of the NileWhere’s Egypt located? North AfricaWhat’s the river there? The NileTell me something else. It flows north 4,000 miles.What are the river cycles? Flood and droughtHow did Egyptians irrigate? With complex canalsWhat did the canals do? Carried water to drier areas

Is this Ancient Egypt? Yes, Ma’amWhat was Egypt’s religion? PolytheisticWho was Hapi? God of the NileWho was Hathor? Goddess of loveWho was Osiris? God of the deadWho was Isis? Osiris’ wife and a mother goddessWhat about Re? He was the highest deity and had a

falcon’s head.

Is this Ancient Egypt? Yes, Ma’amAnd who ruled Egypt? The pharaoh didWho helped him? The vizier or advisorWhat did he do? Advised & enforced the pharaoh’s

laws and creedsIs this Ancient Egypt? Yes, Ma’amIs this Ancient Egypt? Yes, Ma’am

Project GLAD/K Wyffels/2003

Ancient World Bugaloo by K. Wyffels

I’m an archaeologist and I’m here to sayI study civilizations everyday.

I investigate and analyze ancient timesDiscovering people, places and climes.

The Nile, the Tigris and Euphrates tooWere the rivers of life-this is true.

Egypt, Kush, Mesopotamia tooDoing the ancient world bugaloo!

One of my colleagues was a famous guy--Jean-Francois Champollion—his name’s no lie.

He studied the Rosetta Stone and cracked the codeTo decipher hieroglyphics of this I’m told.



A famous site is The Valley of the KingsWhere pharaohs were buried with gold and rings.

Tutankhamun here was foundIn a sealed sarcophagus beneath the ground.



Project GLAD/KWyffels/2003

Ancient Egypt Sound OffBy K. Wyffels

I don’t know but I’ve been toldAncient Egypt traded gold,Barley, wheat and papyrus tooFor wood and ebony it’s true.

The Nile River flooded a lotLeaving fertile soil on top.So they grew figs and dates,Melons, beans and grapes.

Sound Off - Ancient EgyptSound Off - Farmers and SlavesSound Off – 1,2,3,4 They Irrigated!

Their society had a hierarchy.The ruler or pharaoh on top you see.Then came nobles & priests it’s true;Then merchants/ farmers and slaves too.

The scribes wrote in picture form.Hieroglyphics were the norm.Using symbols to write historyRecording 700 pictures you see.

Sound Off - Ancient EgyptSound Off – Alphabetic SignsSound Off – 1,2,3,4 Scribes used

papyrus!

Famous architecture from those days--the Great Pyramid and Sphinx I say.

Pyramids were used to bury the dead.They became the pharaohs’ final bed.

Bodies were preserved to prevent decay.Mummification was their way.Rolled in spices and linen so tightGranted the mummy eternal life.

Sound Off - Ancient EgyptSound Off – SarcophagusSound Off – 1,2,3,4 The Afterlife!

Project GLAD/K. Wyffels/2003

TheImportant thing

About ancient Egypt is that The contributions of that society

Have long affected the modern world.

However, The Important thing

About ancient Egypt is that The contributions of that society

Have long affected the modern worldGeography

•The ancient Egyptians thought of Egypt as being divided into two types of land, the “black land” and the “red land”. The “black” land was the fertile land on the banks of the Nile River. The ancient Egyptians used this land for growing

RRosenzweig/Project GLAD/2003 42

their crops. The Nile was the only land in ancient Egypt that could be farmed because a layer of rich, black silt was deposited there every year after the Nile flooded. The Nile was also a source of fish for the Egyptians.

•The Egyptians called the Nile Kemet, which means Darkland because of the dark, fertile soil. The rich soil allowed the Egyptians to plant crops such as wheat, barley, lettuce, beans, onions, figs, dates, grapes, melons and cucumbers.

Flax was planted and harvested to make linens.•The “red land” was the barren desert that protected Egypt on two sides. These deserts separated ancient Egypt from neighboring countries and invading armies. They also provided the ancient Egyptians with a source for precious metals

and semi-precious stones.

Trade•Since the Nile provided such a wonderful opportunity to plant and harvest so many crops, some of these desirable crops were used for trade. They included barley, wheat and papyrus. These were traded with Lebanon for cedar and

pine to make boats. They also traded with Nubia and Syria.•Craftsmen in ancient Egypt were usually trained, skilled laborers. They were often well respected in the community

and had a comfortable lifestyle. Yet every craftsman's lifestyle and social standing depended on the quality of his skills and experience. Thus, some craftsmen had more difficult lives than others.

Leaders•There were many important pharaohs that led the ancient Egyptian people. Two particular pharaohs were Queen

Hatshetput and Ramesses II.

Queen Hatsheput•Queen Hatsheput was the first female pharaoh that ruled. Born in the 15th century BC, Hatshepsut, daughter of

Thutmose I and Aahmes, both of royal lineages, was the favorite of their three children. When her two brothers died, she was in the unique position to gain the throne upon the death of her father. To have a female pharaoh was

unprecedented.


•As a favorite daughter of a popular pharaoh, and as a charismatic and beautiful lady in her own right, she was able to command enough of a following to actually take control as pharaoh. She ruled for about 15 years, until her death in

1458 BC, and left behind more monuments and works of art than any Egyptian queen to come.

Ramesses II-

•Ramesses II also known as Ramesses the Great, was the third ruler of Egypt's 19th Dynasty during the prosperous New Kingdom. He was the third ruler during the New Kingdom. During his long reign of 67 years, everything was done on a grand scale. No other pharaoh constructed so many temples or erected so many colossal statues and

obelisks. No other pharaoh sired so many children. It is believed that he had as many as fifty sons and fifty daughters.•His many statues show his physical characteristics to include a prominent nose set in a rounded face with high cheek bones, wide, arched eyebrows, slightly bulging, almond-shaped eyes, fleshy lips and a small, square chin. He is often

portrayed with a regal smile.•Within his lifetime, Ramesses II was venerated as a god, particularly in Nubia. His reign is one of the most important

because of his longevity and his hundreds of children that led to Egypt’s prosperity.

Society-Pyramid of Power•The most powerful person in ancient Egypt was the pharaoh. The pharaoh was the political and religious leader of the

Egyptian people, holding the titles: 'Lord of the Two Lands' and 'High Priest of Every Temple'. As 'Lord of the Two Lands' the pharaoh was the ruler of Upper and Lower Egypt. He owned all of the land, made laws, collected taxes, and defended Egypt against foreigners. The most important government official was the vizier or the advisor to carry out

Pharaoh’s wishes.•As 'High Priest of Every Temple', the pharaoh represented the gods on Earth. He performed rituals and built temples

to honor the gods. •The second level of the pyramid was the nobles, governors, generals and chief priests. They were the upper class,

and they owned most of the land and controlled the temples.


http://www.ancientegypt.co.uk/pharaoh/

http://touregypt.net/historicalessays/nubia.htm

•On the next level down of the pyramid were the skilled crafts workers, merchants and scribes. They helped develop the economy of ancient Egypt. The scribes learned hieratic writing for listing taxes and recording accounts and

hieroglyphs for writing on tomb walls and monuments.•Beneath that level were the professional mourners, minor priests, and priestesses and crafts workers. They too

helped develop the economy of their land.•Below the crafts workers were the soldiers, sailors, and household servants. They were not rich, but were in fact poor,

but they were not on the bottom.•At the bottom were the peasants and slaves who farmed the land and who built the temples and the pyramids.

Normally, only rich people could afford to have their bodies turned into mummies.

Writing•The Ancient Egyptians developed hieroglyphics, which is a system of written communication using 700 symbols to

write records. They were used for temples and monuments. •The discovery of the Rosetta Stone in July 1799 in the small village of Rosetta near the western delta of the Nile was

crucial in the understanding of Egyptians hieroglyphics.• The text on the basalt slab appears in the form of hieroglyphs and Demotic (everyday Egyptian script) and in Greek.

Jean Francois Champollion was able to decipher the text.

ReligionRRosenzweig/Project GLAD/2003 45

•The Ancient Egyptians believed Pharaoh was the son of Re- the sun god. Their god was born each day and died each night.

• Some of the famous gods were:Re, the sun god was pictured as a falcon.

Thoth was the god of wisdom.Hathor was the goddess of love, and Osiris was the god of the dead.

Hapi was the god of the Nile. •The Ancient Egyptians prayed prayers that were written in the Book of the Dead which was placed in their tombs.

•The pharaohs and other high society people were mummified and placed in tombs or pyramids. The Egyptians believed in the afterlife. They believed when they died they would travel to the Next World, the Kingdom of Osiris.

Architecture and Art

•Many ancient Egyptian stone monuments still stand in the desert today. The architecture of this time included pyramids, tombs, temples and statues. Craftsmen worked soft stone with bronze and copper chisels.

•The Great Pyramids at Giza, which is now Cairo, were faced with limestone and may have been capped with gold. The pyramids were the burial place for the dead and were built for rulers and Pharaohs.

•The Great Sphinx guarded the pyramids at Giza. The statue had a human head (representing intelligence) on a lion’s body (a sign of strength).


Name:__________________________________ Date:___________________

6th Grade Story Map

Project GLAD/RRosenzweig/6th Grade Story Map

Title: (3.0)

Author: (3.0)

Genre: (3.0)

Fictional Form: (3.1)

Characters: (3.2)

Qualities of the characters: (3.2)

Speaker: (1st or 3rd person) (3.5)

Main events of the plot: (3.2)

Themes: (3.6)

Literary Devices (3.7)

Setting: (3.3)

Influence of the setting on conflict and resolution of the plot (3.3)

Effects of the qualities of the characters on the plot and resolution of the conflict (3.2)

Archaeologist Award

Presented by Ms. Wyffels and Ms, RosenzweigFebruary 6, 2004

-Pharaohs to Pyramids - Ancient Egypt-

Project GLAD/RRosenzweig/6th Grade Story Map

Expert Group – Mesopotamia - Expert 1

Geography: In Greek Mesopotamia means “the land between two rivers”. Mesopotamia is located in between the Tigris and the Euphrates where the richest soil is found. The two rivers often overflowed, leaving a layer of rich and fertile silt on the ground. Silt made the land suitable for growing crops. The southern region of Mesopotamia was called Sumer and the northern region was Assyria.

Agriculture/Land and Trade: The Fertile Crescent (the name for this region because the shape of the area is like a half moon or crescent) had a plateau or high flat lands, in the north and, in the south, alluvial plains or low, flat lands with rich soils. Crops included barley, wheat, emmer (like wheat), onions, cucumbers, figs, apples. They raised sheep, goats, and cattle to provide meat, milk, and wool. Horses, camels and donkeys were used for work. Farming was the mainstay of their economy. Craftsmen made clay, wood and leather. Metalworkers made metals, and merchants traded wheat, barley, and copper tools like ax heads and plow heads for wood, salt, raw copper, tin, and precious stones.

Expert Group – Mesopotamia - Expert 1 continued

©K. Wyffels, Project GLAD, 2003

http://www.utexas.edu/courses/classicalarch/images2/mapane.jpg

Leaders & Importance: The most important leader was Hammurabi who developed a code of law. (He was king of Babylon, a city-state in Mesopotamia, which was later renamed Babylon.) Hammurabi collected 282 laws and compiled them in the Code of Hammurabi. This code dealt with laws for everyday life like marriage, divorce, slaves, murder and stealing. Many of the laws had “an eye of an eye and a tooth for a tooth” type of punishment. This means whoever commits an injury should be punished with that same injury. Laws were engraved in stone and placed in a public location for all to see.


Expert Group – Mesopotamia - Expert 2

Writing & Language: Their writing system was cuneiform, which began with pictographs for such words as sun, star, and mountain. They were wedge-shaped symbols made in clay with a pointed reed. These pictographs allowed people to keep records of transaction, to send messages with couriers to far away places and to pass on their accumulated knowledge to future generations.

Religion: Sumerians built ziggurats or temples out of mud and brick. They were polytheistic, meaning they believed in many gods. If they pleased the gods, Sumerians believed they would have large harvests. Natural disasters like floods were a sign of the gods’ displeasure. Enlil was the god of wind, rain and storm. Ea was the god of waters and wisdom.

Society & Politics: Their society had social classes or a hierarchy: the highest level was the king and priests; the middle level was merchants, managers, carpenters, potters, bricklayers, doctors, and scribes. The lowest class was slaves who were mostly prisoners of war. Sumeria had a monarchy or king in which one person had complete authority over the city-state (including the city and the farmlands around it).

Expert Group – Mesopotamia - Expert 2 continued


http://www.utexas.edu/courses/classicalarch/images2/mapane.jpg

Architecture & Art: They constructed temples called ziggurats which were made of mud and brick.

Interesting Facts: Mesopotamia today is Iraq. Sumerians were one of the first peoples to use the wheel and the sailboat.


Expert Group – Kush – Expert 3

Geography: Kush was located in North Africa, on the Nile in Upper Nubia. Its borders extended from Egypt’s south border to modern day Khartoum, Sedan.

Agriculture/Land and Trade: Kush had rocky land, mostly granite, with high cliffs rising straight from the Nile. The earth was rich in minerals and ore such as copper and gold. Kush traded pottery. It became a trade center for gold, salt, spices, elephants, and rhinoceros horns being sent on the trade route from Africa to the Red Sea.

Leaders & Importance: King Kashta attacked Egypt in 750 B.C. His son Piankhi conquered lower Egypt and that was the start of the Kushite Dynasty (Dynasty 25) in Egypt. Pharaoh Taharka built many temples and pyramids.

Society and Politics: Kermas was an important city and had great wealth from trade. Meroë was a later Kush capital and became a center for iron-making. Politics: The Kushite king controlled northern Sudan and some parts of southern Egypt. Then Egypt invaded and claimed control of Kush for 550 years. The pharaoh in Egypt had a governor in Kush called the King’s Son of Kush who did the day-to-day governing of Kush. Then, after many battles, the Kushites ruled Egypt for 130 years.

Expert Group – Kush – Expert 4


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Writing & Language: Kushites used Egyptian hieroglyphics to record their achievements on temple walls. Then, because they needed to keep records of trade, they created a Nubian written language which had 23 symbols. This language is still a mystery to anthropologists and has not yet been decoded.

Religion: The people of Kush were polytheistic, meaning they worshipped many gods. They had both Nubian and Egyptian gods. When a king died, they buried their king with gold, ivory, jewelry, and his weapons, and then they outlined the grave with cattle skulls.

Architecture & Art: After Egyptians took over, they built cities and temples. The most famous are the two temples of Abu Simbel.

Interesting Facts: Kush’s location between Egypt and Southern Africa made it an ideal trading center. Nubia is the homeland of Africa’s earliest black culture.


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Expert Group-MesopotamiaExpert 1 Expert 2


Anci

ent

Civi

lizat

ion:

Mes

opot

amia

Geography

Agriculture & Land and Trade

Leaders and Their Importance

Society

Writing & Language

Religion

Politics

Architecture & Art

Interesting Facts

Project GLADAncient Egypt, Mesopotamia and Kush

Home/School Connection Day 1

Tell your parents what an archaeologist does and what job or career you might like to have when you grow up.

X__________________________ parent signature

© Wyffels and Rosenzweig, 2004

Proyecto GLADAnciano Egipto, Mesopotámica y KushConexión entre Hogar y Escuela día 1

Decir a sus padres lo que hace un arqueólogo y que carera piensas que te gustaría tener en el futuro.

X__________________________ firma de padre/madre




Tell your parents about the social hierarchy (pyramid) of ancient Egypt. How many levels of society are in the pyramid? Who is on the top? Who is on the bottom?



Hablar con sus padres sobre la estructura social (la pirámide) del Egipto anciano. ¿Cuantos niveles están en la pirámide? ¿Quienes están en la parte más alta? ¿Quienes están en la parte más abajo?




Tell your parents about one archeological structure in ancient Egypt (pyramid, Sphinx, temple, etc.) Describe it.




Hablar con sus padres sobre una estructura arqueológico en Egipto anciano como la pirámide, el esfinge, un templo, etc.). Descríbelo.





Tell your family three reasons why the Nile River was important to ancient Egyptians.



Proyecto GLADTo Anciano Egipto, Mesopotámica y KushConexión entre Hogar y Escuela día 4

Decir a su familia tres razones porque fue importante el río Nilo a los egipcios ancianos.



Table of ContentsGeography pg. 1Trade Pg. 2Leaders Pg.3

Queen HatshetputRamesses 11 PG.4

Society-Pyramid of Power pg. 5Writing Pg. 6Architecture and Art Pg. 7Religion Pg. 8


Name:______________________________________________ Date:_________________________________

TEXTName three major cities in Ancient Egypt.

YOUIf you could live back in time, where would you rather live,

Upper or Lower Egypt? Why?


Name: ______________________________________________ Date:_________________________________

TEXTDescribe the coronation ceremony of Queen Hatshepsut.

YOUWhat was your favorite part and why?

Writer’s Workshop

Archaeologist_____________________

project g - be glad · web view3.4 define how tone or meaning is conveyed in poetry through word...

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