Social Studies: 6th grade

Part A and Part B

Standards

Media Specialist/ Teacher

Connection

6.15
On a historical map locate the
Mediterranean and Red Seas,
the Nile River and Delta, and
the areas of ancient Nubia
and Egypt. Identify the
locations of ancient Upper
and Lower Egypt and explain
what the terms mean. On a
modern map, identify the
modern countries of Egypt
and the Sudan. (G, H)

*Using interactive map sites and

modern day maps from Culture
Grams, students label and color
their own maps.

Journeys Text and/or

Exemplary Text
Correlation

Web Resources

Ancient Egypt (5 weeks)

6.20
Identify the Old, Middle, and
New Kingdom time periods
and evaluate the significance
of the following: (C, H, P)
Menes
Khufu
Hyksos invasion
Ahmose
King Tut
Queen Hatshepsut
Ramses the Great

6.17
Develop a visual
representation of the
structure of Egyptian society
including the role of the
pharaoh as god/king, the

Journey Across Time:

Chapter 2, 39 46
Database articles

*Students conduct research (in

groups) to learn about the
geography of Ancient Egypt
(different areas, rivers, cities,
etc.). Each group is assigned a
different topic.

http://www.eduplace.com/ki
ds/socsci/ca/books/bkf3/ima
ps/AC_05_143_egypt/AC_05
_143_egypt.html
http://www.pbs.org/empires
/egypt/special/virtual_egypt/
egypt.html
Culture Grams
World Book Student

*Students display their findings

using an appropriate
presentation tool. Create a
gallery walk to share findings.
*As students tour gallery walk,
they add symbols and
information to their personal
maps.
*Students explore topics using
the textbook and other
print/non-print resources.

Journey Across Time:

Chapter 2, 47 67

*Students develop a timeline

using a digital timeline creator
(examples: World Book
Timelines, Timetoast, Timeline JS,
Read Write Thinks Timeline
Creator, or HSTRY); Timelines
should identify Old, Middle, New
Kingdom time periods and each
listed topic. Listed topics should
include a brief explanation of
significance.
*For an extension, students
choose one of the listed topics
and create quiz bowl or jeopardy
questions about that topic. The
class participates in a game using
student-generated questions.
*Collaborate with the classroom
teacher to create a graphic
organizer that students will use
to represent Egyptian society
(possibly use the graphic on p. 45
of the textbook as a guide).

New Kingdom by PBS

http://www.pbs.org/empires
/egypt/index.html
World Book Student (for
pharaoh biographies)

Journey Across Time:

Chapter 2, 43 - 46

An Example of Dramatic
Tableaux
http://www.learner.org/vod/
vod_window.html?pid=1824
More Background Info

concept of dynasties, the

importance of at least one
Egyptian ruler, the
relationship of pharaohs to
peasants, and the role of
slaves in ancient Egypt. (C, E,
H, P)

Include vocabulary terms on the

graphic (possibly in a word bank).

http://www.ushistory.org/civ
/3b.asp

*Divide the class into groups and

assign each group to a topic:
Pharaoh as god/king &
dynasties
Priests and Nobles
Traders, artisans,
shopkeepers, and
scribes
Farmers and herders
Unskilled workers/slaves
*Using the textbook and other
sources, if necessary, students
learn about their social group.
Then, students develop a
dramatic tableaux scene that
represents their group and shows
who they were/the daily things
they would do (props might be
necessary).

6.21
Identify the location of the
Kush civilization and describe
its political, commercial, and
cultural relationship with
Egypt. (C, E, G, H, P)

6.16
Investigate the kinds of
evidence used by
archaeologists and historians
to draw conclusions about
the social and economic
characteristics of ancient
Nubia (the Kingdom of Kush)
and their relationship to the
social and economic
characteristics of Ancient
Egypt. (C, E, G, H, P)

*Audience members interact

with the tableaux and discuss
which group is being shown.
Students fill in their graphics with
notes and pictures using what
they learn from each groups
performance.
*Students read about Kush from
the textbook and other preselected sources.

Journey Across Time:

Chapter 2, 68 - 72

*In partners or individually,

students design a tourist website
that shares information about
Kush, shows how Kush is
related/similar to Egypt, and
includes a map showing where
Kush is located.
*For a low-tech option, students
create posters or brochures.
*Design stations that exhibit
artifacts and archaeological
evidence from Kush juxtaposed
with similar evidence from Egypt.
Stations should include a variety
of evidence that addresses social
and economic aspects of ancient
life. Students might be asked to
read relevant texts and/or view
images or videos.
*Students rotate to each station
and complete activities (or a

http://www.ducksters.com/h
istory/africa/kingdom_of_kus
h.php
http://coe.jmu.edu/learningt
oolbox/cornellnotes.html

Journey Across Time:

Chapter 2, 69 -70
Use Limitless Libraries to
acquire books that can be
explored for information
and images

http://www.nytimes.com/20
07/06/19/science/19kush.ht
ml?pagewanted=all&_r=0
http://www.dailymail.co.uk/s
ciencetech/article2275036/35-pyramidsSudan-necropolis-Linksancient-Egypt-Africas-Kushkingdom.html

6.18
Cite evidence from
informational texts to explain
the polytheistic religion of
ancient Egypt with respect to
beliefs about death, the
afterlife, mummification, and
the roles of different deities.
(C,
H)

6.19
Summarize important
achievements of Egyptian
civilization, including: (C, E, H)

agricultural and
irrigation systems

the invention of a
calendar

main features of the

monumental
architecture and art,
such as the Pyramids
and
Sphinx at Giza

evolution of writinghieroglyphics

the invention of
papyrus

6.22
Compare and contrast the
religious, social, and political
structures in Mesopotamia

graphic organizer) that require a

comparison of the two
civilizations based on the
evidence being presented.
*Create a foldable for notes
about Ancient Egyptian religion.
Include a place for notes and a
place for citing evidence.
*Read at least one textbook
article as a class and model the
note taking system.

Journey Across Time:

Chapter 2, 48 50, 64. 67
Search your collection and
Limitless Libraries for books
about Ancient Egyptian
religion

*Allow students to explore

additional resources (web links
and books) and continue taking
notes. Discuss findings.
*Have students design an
Egyptian burial using their notes.
They can draw and/or use
magazine cutouts to illustrate the
burial. Have students choose a
pharaoh or group of people they
have learned about as the subject
for the burial. Students should
cite evidence from their notes for
the choices they make.
*Create an ABC book to
showcase and summarize the
important achievements of
Egyptian civilization.
*Working in groups, students
should research an assigned topic
(connected to a letter of the
alphabet).

World Book Student

ABC CLIO: World History
Ancient and Medieval Eras
http://www.pbs.org/wgbh/n
ova/ancient/afterlifeancient-egypt.html
http://www.ancientegypt.co.
uk/menu.html

Journey Across Time:

Chapter 2 (all)
Use your library collection
and Limitless Libraries to
acquire books about
Ancient Egypt

World Book Student

Interactive Exploration of
Ancient Egypt
http://www.pbs.org/wgbh/n
ova/ancient/explore-ancientegypt.html

*Student ABC pages should

include important information,
visuals, and sources.
*Make copies of the final book, if
possible, so each student has a
copy from which to study.

*Students read and explore

textbook chapters and the British
Museum site.

Journey Across Time:

Chapter 1, 16 25
Chapter 2

*While reading, students

Gilgamesh the Hero by

http://www.mesopotamia.co
.uk/menu.html
The Epic of Gilgamesh
background and context (for

and Egypt. (C, H, P)

6.39
On a historical map of the
Mediterranean Sea, Jordon
River, Sinai Peninsula, locate
Asia Minor, the kingdoms of
the Hittites and Phoenicians,
ancient Israel, and Egypt. (G)

complete a Venn-Diagram to
compare Mesopotamia and
Egypt. Discuss findings as a class.

Geraldine McCaughrean

*For an extension, read and

discuss the epic Gilgamesh the
Hero (a reworked version for
kids). Consider reading only an
excerpt and conducting a Socratic
seminar to discuss the religious,
social, and political elements
present in the text.
Ancient Israel (4 weeks)
*Provide students with a blank,
Journey Across Time:
unlabeled map of Ancient Israel.
Chapter 3, 90
*Comparing a variety of ancient
maps, students color and label
their maps identifying their
map key (or using a uniform key
assigned by you or the classroom
teacher).

6.41
Describe the monotheistic
religion of the Israelites,
including: (C, H) the belief in
one God (monotheism)
the Ten Commandments

*If possible, students use the

interactive map page to add the
ancient Israelites journey to their
previously created maps. If not,
students should use the graphic
to color and label a new map.

http://www.biblehistory.com/geography/ancie
nt-israel/israel-oldtestament.html
http://www.geographicus.co
m/P/RareMaps/ISRAELHOLYLANDPALESTINE&sort=price.desc

*It might be important to model

the comparing and labeling
before setting students free to
work independently.

6.40
Examine the development of
the ancient Israelites, tracing
their migrations from
Mesopotamia to Canaan,
later called Israel, and explain
the significant roles of
Abraham and Moses in their
history. (C, H, G)

lesson planning, not to show

students)
http://www.learner.org/cour
ses/worldlit/gilgamesh/watc
h/

http://explorethemed.com/I
AIsrael.asp?c=1
https://www.youtube.com/w
atch?v=4FspfOI_YRU&featur
e=player_embedded
Journey Across Time:
Chapter 3, 81 - 85

Israelite Conquest of Canaan

(choose that option to view)
http://explorethemed.com/I
AIsrael.asp?c=1
http://mapmaker.education.
nationalgeographic.com/?ar_
a=1&b=1&ls=000000000000

*Consider having students use

the National Geographic
Interactive Map making tool to
show the Israelites path.

http://www.penn.museum/si
tes/Canaan/index.html

*Then, students research

Abraham and Moses using the
textbook and other sources.

http://www.biblehistory.com/maps/6abrahams-journeys.html

*Using a web graphic organizer

or web creating app (like
Popplet), students detail the
ways that Abraham and Moses
were significant in Israelite
history.
*Divide students into groups. In
groups, students research one of
the aspects of the Israelite faith
(historical) and modern-day
Judaism. Students compare the
two and become experts on their

http://www.ushistory.org/civ
/4g.asp
World Book Student

Journey Across Time:

Chapter 3, 81 99, 97-98
If needed, consult books
from the library collection
and Limitless Libraries

http://www.pbs.org/wgbh/n
ova/ancient/risejudaism.html
World Book Student
(search Judaism)

 the emphasis on individual

worth and personal
responsibility
the belief that all people
must adhere to the same
moral obligations, whether
ruler or ruled
the Torah and the Hebrew
Bible as part of the history of
early Israel
6.42a
Describe the unification of
the tribes of Israel under
Kings Saul, David, and
Solomon, including Davids
founding of Jerusalem as his
capital city in 1000 BC/BCE
and the building of the first
temple by Solomon. (G, H, P)

6.42b
Summarize the four major
events after the rule of King
Solomon in the history of
Israel, including the breakup
of the Kingdom of Israel,
destruction of the Northern
Kingdom, Babylonian
captivity under
Nebuchadnezzar, and the
return of the Jews to their
homeland under the Persian
Empire. (H)
6.43
Conduct a short research
piece with supporting details
of Second Babylonian,
Persian, and Median Empires,
including Nebuchadnezzar,
the Hanging Gardens of
Babylon, Cyrus the Great,
Darius the Great, and Xerxes.
(H)
6.44
Explain how Judaism survived
the expulsion/dispersion of

topic, focusing especially on how

the early Israelite faith has
influenced modern Judaism.
*Then, each group becomes a
panel of experts that presents
their findings to the class and
answers probing questions that
test their expertise.
*Audience members take notes
during each panel
presentation/discussion.
*Using various print and nonprint sources, students create
stat sheets on each of the
Israelite kings. On each sheet,
students include an answer to
this question: How did this king
contribute to the unification of
the tribes of Israel?
Stat sheets can include a
visual, stats about the
king as a person, his
accomplishments,
important dates, etc.
*Students develop an annotated
timeline using a digital timeline
creator (examples: World Book
Timelines, Timetoast, Timeline JS,
Read Write Thinks Timeline
Creator, or HSTRY); Timelines
should identify brief details of
each event, when they
happened, the events
significance, and a visual.
*Information for the timelines
can come from what has already
been learned through textbook
readings and/or other print and
non-print resources.
*Collaborate with a classroom
teacher to design a research
experience that meets the needs
of the students:
Curate helpful sources
Design a graphic
organizer for research
notes (Cornell Notes)
Divide students into
groups
Give students a choice
for final product
*After reading and discussing
textbook articles and other
sources, students create a picture

Journey Across Time:

Chapter 3, 87 - 90

World Book Student (articles

on each king)
https://www.jewishvirtuallib
rary.org/jsource/biography/D
avid.html
https://www.jewishvirtuallib
rary.org/jsource/biography/S
olomon.html

Journey Across Time:

Chapter 3, 90 - 95

Use print sources from

your library collection and
Limitless Libraries

http://www.jewishvirtuallibr
ary.org/jsource/History/mon
archy.html
http://www.jewishvirtuallibr
ary.org/jsource/biography/S
olomon.html

World Book Student

ABC CLIO: World History,
Ancient and Medieval Eras
http://www.britannica.com/
EBchecked/topic/650720/Xer
xes-I
http://www.britannica.com/
EBchecked/topic/151591/Da
rius-I

Journey Across Time:

Chapter 3, 95 - 102

http://www.jewishvirtuallibr
ary.org/jsource/History/Dias
pora.html

the Jews to other lands (the

Diaspora) after the
destruction of the second
temple in Jerusalem in 70
AD/CE, and the renaming of
the country by the Romans.
(C, H)

book that explains and illustrates

the standard (independently or in
pairs).

http://www.britannica.com/
EBchecked/topic/161756/Dia
spora
http://www.pbs.org/wgbh/p
ages/frontline/shows/religio
n/portrait/diaspora.html
http://www.pbs.org/wgbh/p
ages/frontline/shows/religio
n/maps/jewish.html

Additional Notes/Explanations:
The texts, web resources, and lesson ideas included in this document are meant to be suggestions and starting points.
Please adapt them to fit the needs of your teachers and students.
Sites with a variety of information:
http://www.nea.org/tools/lessons/studying-ancient-egypt-6-8.html