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Lesson Snapshot
BLOOM’S
TAXONOMY
Creating
Julius Zuke
Co-Teacher:
Subject
Date:
Periods:
Objective: I will know details about everyday life in ancient
Eqypt and will be able to create a model of a store for an imaginary mall in Ancient Egypt.

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Helpful Hint—This study guide is available online at www.
baltimore city s chools .org/ 341
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Ancient Egypt

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Where is this shopping mall located?
What kinds of items would it sell?

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This mall is in Egypt.

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White Marsh Mall
What could malls tell a visitor from outer space about “us earthlings?” Discuss in your table team and be ready to share out.

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In ancient Egypt, there were no malls.
But what if there were?
What kinds of stores would be in the malls of ancient Egypt?
What items would they sell?

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VISUAL RUBRIC
Headache
Medicines
1. Each person at your table will create a different store for the mall.
2. Each mall will have 3 walls as shown below.
3. The store will have a sign so that you know what kind of store it is.
4. The store will have at least eight signs advertising what is for sale in the store.
5. The store will have at least five signs showing the different departments in the store.
Doc-in-a-Box
Ground up pig’s eye
$2.59
Fat from a black snake
$6.39
Baldness
Cures

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Possible Types of Stores
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Home and Furniture (like Room Store)
Pet Store
Drug Store
School Supplies
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Clothing Store
Toy Store
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Food Store
Jewelry Store
Funeral Home
NO TWO PEOPLE AT YOUR TABLE CAN HAVE THE SAME
TYPE OF STORE!

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Information Gathering Strategies
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There will be two books from Dewey decimal category 932 at each table.
There will be one “E” volume of World Book Encyclopedia at each table so that you can read about ancient Egypt.
You are welcome to explore the following web sites to get ideas for your store.
http://www.pbs.org/wgbh/nova/pyramid/hieroglyph/hier oglyph4.html
http://www.reshafim.org.il/ad/egypt/timelines/topics/fla x.htm

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 http://egypt.mrdonn.org/homes.html
http://egypt.mrdonn.org/cats.html
http://egypt.mrdonn.org/temples.html
http://www.historyforkids.org/learn/egypt/clothing/inde x.htm
http://www.historyforkids.org/learn/egypt/games/index.
htm http://www.historyforkids.org/learn/egypt/food/egyptfoo d.htm
http://www.ancientegypt.co.uk/life/home.html

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 http://www.ancientegypt.co.uk/trade/explore/main.html
http://www.akhet.co.uk/clikmumm.htm

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PRIMARY SOURCE: http://www.ancientegypt.co.uk/life/explore/main.html
Why is this a primary source? Because it is an actual wall mural that an ancient Egyptian created to depict life at that time.
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SECONDARY SOURCE: http://egypt.mrdonn.org/dailylife.html
Why is this a secondary source? Because it is written by a teacher today, who collected information about ancient
Egypt and compiled it and summarized information into a condensed source. He wasn't ever actually in ancient Egypt, therefore this is a SECONDARY source.

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After you are done working:
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Connect your stores together at your table so that it looks like a mall.
Invite other tables to visit your mall, gallery-walk style. I will tell you when it is time to do this.
Individually write down what you learned about ancient
Egyptian life after having viewed each group’s mall. Use complete sentences with transitions.

I
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Example Introductory sentence
After visiting the Mall of Ancient Egypt, I learned several things about life during that time. The school supply store had different supplies from today. They had papyrus instead of paper. The shoes were more like sandals. Men wore skirts.
The children’s games were made out of rocks. Only the very ricj could even think of going into the jewelry store.
Furniture was equally expensive. If I there were malls in ancient Egypt and I lived back then, I don’t think I would be going to the mall unless I were very rich.
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My personal reaction to what I learned

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• ancient

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Alignment to National Standards--
Information Literacy Indicators (AASL):
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Inquire, Think Critically, and Gain Knowledge.
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Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
3.
Share Knowledge and Participate Ethically and Productively as
Members of Our Democratic Society.
4.
Pursue Personal and Aesthetic Growth.

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Technology/Authentic
Audience/Real Life Connections
3.3.4 Create products that apply to authentic, real-world contexts.

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ASSESSMENT LIMITS
4.d Use creative and artistic formats to express personal response to information and ideas.
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Books
Encyclopedias
Web Sites
Plain white paper
Tape
Sticky Notes
Markers
Pens
Lined Paper

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SO……..

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Clearly defined limits
Frequent breaks
Seating to reduce distractions
Tutoring assistance (peer, pal, teacher, etc.)
Proofreading to refine grammatical conventions.
Proofreading to refine spelling conventions.
Proofreading to refine writing structure.

Review
Gallery Walk
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Additional time for reading assignments
Adjustment of time allotment
Amount of work the student is expected to complete

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EXIT TICKET
Individually write down what you learned about ancient Egyptian life after having viewed each group’s mall. Use complete sentences with transitions.