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HistoryLessonPlan
LessonBackground:

YourName:MeganCrossett
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MeganCrossett

GradeLevel:(circleone)K123

Subject:(circleone) LanguageArtsSocialStudiesMathematicsScience
LessonTitle:TraditionsandHistoryofAncientEgypt
Content Standards:
1. SS.35.H.3
Essential Concept and/or Skill: Understand the role of culture and cultural diffusion on the
development and maintenance of societies.

Understand ways culture has influenced interactions of various groups.

Understand ways culture affects decisions of a society, group or individual.

Understand major historical events and developments that involved interaction among
various groups.
Students will be most focused on understanding the ways in which a culture (this lesson
aligns with the NCSS standard of Culture) affects the decisions of a society, group, or
individual. Students will be comparing Ancient Egyptian culture to current American culture.
This will allow for instantaneous connection between the content and students, as well as help
students have more concrete examples to draw from in their trying to understand Ancient
Egyptian culture.

MaterialsNeeded:
BooksMummies,Pyramids,andPharaohsbyGailGibbonsand National Geographic
Kids Everything Ancient Egypt: Dig Into a Treasure Trove of Facts, Photos, and Fun by
Crispin Boyer
Easelwithblankpaper
ELMO
Markers
SmartBoard
Projector
TeacherComputer
Internet
ClassroomComputerLab
KWLCharthttps://mcdn1.teacherspayteachers.com/thumbitem/StudentKWL
Chart/original5957241.jpg

MeganCrossett
Venndiagramhttp://www.irc.vbschools.com/fortheweb/charts_graphs/images/Venn
%20Diagram.jpg
Artsupplies
Printer
MicrosoftOfficeincludingPowerPoint
Artsandcraftssupplies

PrerequisiteSkills:
Reading
Writing
Summarizing
Synthesizing
Compareandcontrast
Computerresearch/abilitytouseInternetsearchengines
Tradebookfamiliarity
Abilitytosortoutwhatinformationisimportantinatext
AbilitytofilloutaKWLchartappropriately
AbilitytofilloutaVenndiagramappropriately
Turntakinginapresentation
Smallgroupworkingskills/Collaborationskills
ABCDLessonObjective:StudentswillbeabletochooseanaspectofAncientEgyptian
culture(communication,fashion,schooling,technology,family,food,orjobs)tocompareto
contemporarysocietaltrends.Studentswillbeplacedingroupsof45basedoninterestto
presenttheircomparisons.Comparisonswillbemadeviacompletionofanartifact.Artifacts
maybeawrittenpieceandslideshow,drawing,multimediapresentation,model,orhandcrafted
likeness.Presentationsaretobeatleast5minutesinlength,studentsmustdisplayandexplain
theirproject,aswellaswhattheylearnedaboutAncientEgyptiancultureincontrasttotheirown
culture.

InteractionwithStudents:

1.Provideobjectives:(Whatarestudentsgoingtolearn?)Time:5minutes
Today,wearegoingtolearnaboutAncientEgyptianculture.Someofyoumayalreadyknowa
bitaboutAncientEgypt,whilethismayallbenewtosomeofyou,whichisperfectlyfine.
Together,wearegoingtoreadashortbookthatcoversthefinerpointsofwhatlifewaslikefor
peoplewholivedinAncientEgypt,andyouwillallbegettingatradebookaboutAncientEgypt
tohelpyoufillinanygapsofinformationleftbyourstorybook.Afterwegetdonereadingour
story,youwillbeaskedtochooseanareaofAncientEgyptianculturethatyoufoundmost
interesting.YouwillbecomparingthatareaofAncientEgyptianculturetoyourownculture.
Youaregoingtobeplacedingroupsbasedonyourchosenareaofinterestandtogetherwith
yourgroup;youwillworkonapresentation.Yourpresentationsmaybeonareportyourgroup
haswritten,aslideshow,anartisticrendition,amodel,orahandmadeitem.Your
presentationswillneedtobeatleast5minuteslongandyourgroupneedstoexplain

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similarities,differences,andwhatyoulearnedaboutAncientEgyptiancultureincontrastto
yourownculture.
2.Demonstrateknowledgeorskill:(Input/Modelingbytheteacher) Time:15minutes
Beforeyoustartgettingtoointoplanningyourgroupprojectandpresentation,Iwouldliketo
readtoyou,Mummies,Pyramids,andPharaohs.
Proceedtoreadthetext,pausingasneededtoaskandanswerquestions
NowthatwevegotsomebackgroundknowledgeonAncientEgypt,Iwant
youtoconsiderthepartofthebookyoufoundtobemostinteresting.
Givegoodwaittime
Havealargesheetofpaperreadyonaneaselorboardspacetowrite
downnamesofstudentsineachgroup.Recordnamesasyoupoll.
Pleaseraiseyourhandifyoufoundcommunicationorlanguagemost
interesting.Fashion?Schooling?Technology?Family?Food?Jobs?
Great.Nowwehaveourgroupssortedout.
3.Provideguidedpractice:(Guidedpracticewiththeteacher)
Time:20
30minutes
Beforewebreakintooursmallgroups,thoughIwouldlikeustocreatea
presentationasaclass.Veryfewofuschosejobsasanareaofinterest,so
whydontwefocusourattentiononthat.
Havehttp://www.pbs.org/empires/egypt/special/lifeas/index.htmlpulleduponthe
projector.
Have National Geographic Kids Everything Ancient Egypt: Dig Into a Treasure Trove of
Facts, Photos, and Fun by Crispin Boyer available to supplement information.
Have a KWL chart up and ready on the ELMO.
Have a Venn diagram chart available to put on the ELMO after the KWL chart has been
completed.

[Referencingthewebsite]wecanlookatthedayinthelifeofsomeonewhoworkedasa
nobleman,pharaoh,scribe,farmer,craftsman,priest,orhousewife.Whichjobtitlewouldyou
liketoexplore?[Havestudentsraisetheirhandstoindicatepreferenceasyouhaddone
previously.]Farmer.Okay,thatwillbeagoodconnectionforusasIowans.[Flipovertothe
ELMOandtheKWLchart.]WehaveworkedwiththiskindofchartbeforeitisaKWLchart.It
willhelpusorganizeourthoughtsforourpresentation.Whatdowealreadyknowaboutfarming

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inAncientEgypt?Notalot,right?Wedoknowthatitwasanimportantjob,soIamgoingto
writethatdownunderK.Whatdowewonder?Thehoursafarmerworked?Whatthey
farmed?Didfarmershavelivestock?LetsputallofthatundertheW.Lwewillcomplete
afterwevelearnedmoreaboutfarminginAncientEgypt.
ReadaloudfromthewebpageaboutfarmersonthePBS.orglink.Highlightthatafarmer
spentthedaywithhiscrops(corn,etc.)andafewcattle.
FillinanylingeringquestionsaboutthejoboffarminginAncientEgyptwiththetrade
bookfromNationalGeographicNational Geographic Kids Everything Ancient Egypt:
Dig Into a Treasure Trove of Facts, Photos, and Fun by Crispin Boyer
FillintheLportionoftheKWLchart.
WelearnedalotabouttheprofessionoffarminginAncientEgypt![SwitchovertotheVenn
diagram]Tobeabletopresent,though,weneedtounderstandhowfarminginAncientEgypt
comparestofarmingtoday.HowwasfarminginAncientEgyptthesameasfarmingtoday?How
wasitdifferent?[RecordresponsesontheVenndiagramappropriately.]Excellent!Nowthatwe
haveallofourthoughtsorganized,Ithinkthatwecanbeginonourcreatedartifactforour
presentation.Becausewedonothavealotoftime,Iamgoingtochoosetopresentonadrawing
ofwhatwelearned,butIwouldlikeyourinputonwhattodraw.[Havemarkersandblankeasel
paperhandytocompletethedrawing].WhatwouldsymbolizefarminginAncientEgyptthatwe
coulddraw?Tools?Crops?[Drawwhatstudentssuggest].Okay,nowthatourcreationis
finished,wecanpresent!Whenyoupresent,yourgroupwilltelluswhatyourareaofinterestis,
whatyoulearned,whatyoucreatedandwhatcomparisonsyoumade.So,Iwouldsay,Istudied
jobsinAncientEgypt,specificallyfarming.Ilearnedthatfarmingwasveryhardworkin
AncientEgyptandthatfamersmostlyspenttheirdayinthefieldwiththeircrops.Idrewa
likenessofthisformyartifact.Inoticedthatfarmingtodayisntmuchdifferentfromfarmingin
AncientEgypt.Itisstillhardwork,farmersstillgrowthesamecrops,andfarmersstillspend
mostoftheirdayinthefield.Thankyouforyourattention!Thatsall.
Okay,youmaynowfindyourgroupandgobacktoyourtableclusters.[Oncekidsareseated
andquietintheirtableclustersexplainthefollowing:]Eachgroupmayhaveaccesstoone
laptopandonecopyofNational Geographic Kids Everything Ancient Egypt: Dig Into a
Treasure Trove of Facts, Photos, and Fun by Crispin Boyer to help you in your research. Each
group will also need one KWL chart and one Venn diagram. PLEASE fill out your KWL chart
before you begin your research! Once you are done with your research, please let me know so
that I may check what you have and see what your ideas are for your artifact/presentation!

4.Checkforunderstandingandprovidestudentfeedback:(Howwillyouknowstudents
understandtheskillorconcept?Howwilltheyknowtheygetit?)?Time:10minutes
Doyouhaveanyquestionsbeforeyoubegin?Iwillbewalkingaroundwhileyouworkifyou
thinkofanything!
Understandingwillbecheckedthroughteacherobservation,aswellasaccuracy
andcompletionofboththeKWLchartandtheVenndiagram
Questioningmayalsobeusedtocheckforunderstandingandtoallowforan
opportunitytoconferenceandprovidefeedbackasgroupswork

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5:Provideextendedpracticeandtransfer:(Independentpracticeoftheskill) Time:60

StudentswillworkinsmallgroupstocompletetheircollectiveKWLchartandVenn
diagrambydoingresearchusingtheclassroomcomputerlabandInternet,classroom
tradebooks,andtheclassroomlibrary.Theywillalsochooseanavenueforpresentation
tobeapprovedbytheteacherbeforepresenting.Theywillhaveaccesstoallclassroom
resources,includingartsandcraftssuppliestocreatetheirartifact/presentation.

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6.Assessment/Closure:(Howdoyouevaluatestudentprogressorprovideclosuretothis
lesson?)YouMUSTincluderubric,checklistorassessmentdocument.Time:3045
minutes
StudentChecklistTraditionsandHistoryofAncientEgyptProject
___Studentgroupaccessesclassroomtechnologyandtextresourcestocomplete
research
___StudentgroupKWLchartiscompletedappropriatelywithallsectionsaddressed
___StudentgroupVenndiagramiscompletedappropriatelywithallsectionsaddressed
___Studentgrouphadpresentationformatapprovedbytheteacher
___Studentgroupartifactiscompletedbeforestudentpresentation
TraditionsandHistoryofAncientEgyptPresentationRubric

7.DIFFERENTIATIONofContent,ProcessorProduct:
a.Adaptationforstudentswhoneedextrahelp,time,orattention?
Studentswhoneedextrahelporattentionmayspendtimeconferencingwiththeteacherwhile
doingresearch,asopposedtobeingtaskedtocompleteresearchindependently.Becausethereis
alotofchoiceinthislesson,strugglingstudentsshouldbeabletopickatypeofartifactthatis
compatiblewiththeirindividualskilllevel.

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b.Extensionforstudentsofhighability?(Remember,assigninggiftedstudentstobethetutor
forothersisnotsufficientacademicchallengingforstudentswhohavemasteredthe
lesson).
StudentswhoaremoreadvancedmaychoosetopresentasahistoricalAncientEgyptianfigure
andwhattheirlifewaslike,similartoADayintheLifeortheymaypickamorecomplexarea
ofinterestsuchasgovernment,medicine,orreligiontopresenton.
TOTALLESSONTIME:2hoursand45minutesThislessonmayoccupyoneweekssocial
studiestime.
8.ReferencesConsulted(CurriculumbooksinDrakeSOEcurriculumlab,previousteachersas
resources,onlinewebsites,yourpastexperiences,oryourowninitiatives,etc.):
1. Gibbons, G. (2004). Mummies, pyramids, and pharaohs: A book about ancient Egypt.
Little, Brown Books for Young Readers.
2.Boyer,C.(2012).National geographic kids everything ancient Egypt: Dig into a treasure
trove of facts, photos, and fun. National Geographic Childrens Books.
3. KWL Chart: https://mcdn1.teacherspayteachers.com/thumbitem/Student-KWL-Chart/original595724-1.jpg
4. Venn diagram: http://www.irc.vbschools.com/fortheweb/charts_graphs/images/Venn
%20Diagram.jpg
5. History for Kids Website: http://www.historyforkids.org/learn/egypt/people/family.htm#!
6. PBS resources: http://www.pbs.org/empires/egypt/special/lifeas/index.html
7. NEA resources: http://www.nea.org/tools/lessons/studying-ancient-egypt-k-5.html
8. Rubric: http://rubistar.4teachers.org/index.php?ts=1425575804