Title:
Sept 29th-Oct 10th
Length: 10 School Days
Schedule for: M-F Instruction, 55 minute periods
CONNECTION TO YEAR-LONG STUDENT OUTCOMES
Goals
How will this unit drive towards the Academic Achievement outcomes (quantitative and qualitative) that you are working towards this year? What are your goals, and how does this
unit work towards them?
This unit will help students to begin to see the relationship between the growth of civilization, and the influence religion has on political structures. The major focus of this unit is to
also introduce students to the writing of an historical narrative, using writing skills such as pre-writing, introductions, conclusions, and transitions. Our goals are to be able to
examine and compare primary and secondary sources in order to discuss them in academic discussions and writing.
How will this unit build Critical Consciousness and Cultural Competence in your students?
This unit will allow students to examine the ways in which different peoples, with different values, began to shape the foundations of modern civilization. This should allow students to
gain an appreciation for the diversity of the modern and ancient world, as well as offer them opportunities to begin to understand that history is made not predestined, and will
hopefully push them to explore their own values and find ways to begin to share in the conversation of our world today.
In what ways does this unit give students the opportunity to build Leadership?
Students will build leadership through discussion and writing. Students that have opportunities to be heard through different mediums understand that their opinions matter and that
they can partake in the larger conversation. Students will be given opportunities to lead discussions, projects, and their own narrative in order to discuss their opinions and ideas.
BIG IDEAS FOR THIS UNIT
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What are the main topics, ideas, and themes that you are planning for students to connect with during this Unit?
Students should gain an understanding of the effects religion has on the political structure of a society.
Students will be able to research, take a stance, and write an academic paper.
Students will be able to discuss the foundations that the ancient world laid out for modern society, and make connections between the two where applicable.
STANDARDS
(From the Mississippi or NY Regents Standards)
Unit 2
Ancient Egypt
and Israel
15 days
30 days
(End of 1st advisory
11/2)
Students
explore the
Ancient
Egyptian and
Hebrew
peoples,
focusing on
how societies
and religion
operate in
reciprocal
relationships.
Students
deepen their
analyses of
sources, using
research and
pre-writing
skills to write
historical
narratives with
effective
introductions,
conclusions,
and transitions.
7.3.5, 7.7.2, 7.7.3
Polytheism, Hebrews,
Judaism
7.3.3,
7.3.6-7.3.11, 7.6.17.6.5, 7.7.1, 7.7.4-7.7.6
HCI.12, GS.2
Primary and secondary
sources, Maps
RH.6-8.1,
RH.6-8.2,
RH.6-8. 9,
RH.6-8.10
Cite evidence,
Summarize, Primary
and secondary sources,
Complex texts
****Jacob we are expected to use the DC Power Standards so that is where these come from.
Essential Questions
What questions will students grapple with that will lead them to complex, applicable, and engaging understandings of this Unit’s Big Ideas?
They will reach these understandings by being asked the following questions…
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

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How does religion impact the laws of a society? Is this a good or bad thing?
What is a primary resource? How can one be used to help us better understand the people of the ancient world?
Why is it important to be able to compare the ancient world to the modern world?
Are there any connections that we can make between ancient Egypt and the Hebrew People to us today.
WHST.6-8.2ai, WHST.68.2f, WHST.6-8.2ci,
Write intro,
Write conclusion,
Use transitions
Key Skills
What key skills will students be able to perform as a result of this unit?
Interpreting Primary and Secondary Sources
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
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Writing

Egypt Social Pyramid
Egypt Social Pyramid Article
Egypt Social Pyramid Political Cartoon

Students will write aformative Enrichment Essay about
the social makeup of Egypt
Students will write a summative Essay comparing the
societal makeup of Ancient Egypt and compare it to the
social makeup of the US
Assessment
Formative Assessments
Summative Assessments
How will you evaluate the learning that has taken place throughout the unit
(on a daily/weekly basis)?
How will you evaluate the learning that has taken place at the end of the unit?
Daily: Students will complete weekly packet to demonstrate reading and basic
comprehension. Students will complete a group activity to play out the concepts discussed
and to draw comparisons to the modern world. Students will complete center activities
demonstrating understanding of the text through a variety of mediums.
-
(At least) Weekly: Students will complete weekly quiz demonstrating knowledge on
material covered over the course of the week. This quiz will include tests based off of the
PARCC assessment (citing evidence to support answers, vocab, and a written portion).
-
Students will complete an assessment created in the PARCC Frame in order to
demonstrate understanding of the information covered. The test will include
multiple choice, short answer, citing evidence to support previous claims, and a
written portion.
The written essay will be based on the understanding of ancient Egyptian societal
structure.
“Use the sources provided to describe the social structure of Ancient Egypt (Who
was on top, who was in the middle, and who was on the bottom). Include what
each group did and how each group helped to make ancient Egypt a great
civilization (Each group should have its own paragraph). Conclude your essay by
stating which group you would have wanted to be a part of and WHY. Use
complete sentences, correct grammar and spelling.
CALENDAR OF DAILY OBJECTIVES
Monday
The students will build
foundational knowledge
through teacher led
support and direct
instruction. Teacher will
Tuesday
Wednesday
The students will build
foundational knowledge
through teacher led
support and direct
instruction. Teacher will
The students will build
foundational
knowledge through
teacher led support
and direct instruction.
Thursday
Students will deepen their
understanding of the
connections of what they
have read by visiting
workstations that will be
Friday
Students will deepen
their understanding of
the connections of what
they have read by
visiting workstations
blend modeled reading,
group reading, partner
reading, and independent
reading to push for
understanding.
blend modeled reading,
group reading, partner
reading, and
independent reading to
push for understanding.
Students will learn through
play by completing a group
activity that will allow them
to act out/apply the
information that was
covered in the previous
week. This should reinforce
foundational knowledge
and push real world
application.
Students will work
independently to craft a
3 paragraph (Minimal)
essay involving multiple
sources. Students
should exhibit
understanding of good
mechanics, flow, and
begin to develop a
sense of voice in their
writing.
Teacher will blend
modeled reading,
group reading, partner
reading, and
independent reading to
push for
understanding.
Students will work
with their group in
order to build their
writing skills and
become facilitators in
their own learning as
well as their peers.
Students should grow
as writers and gain an
understanding for the
writing process.
designed to push students
that are struggling as well as
students that are successful.
that will be designed to
push students that are
struggling as well as
students that are
successful.
I can review the information
that I have studied this week
to gauge my understanding
and prepare for an
assessment.
I can apply the
information that I have
been studying this week
and demonstrate my
knowledge and
understanding through
an assessment.