Ancient Egypt Curricular Unit Assignment
This social studies unit was designed in Fall 2013 for a grade 2 class. The main topic is Ancient Egypt.
This topic was selected because it addresses the following Virginia History and Social Science Standards
of Learning
2.1: the student will explain how the contributions of Ancient Egypt have influenced the
present world in terms of architecture, inventions, the calendar, and written language
2.4 The student will develop map skills by
a) locating Egypt on the world map
understanding the relationship between the environment and culture of Ancient Egypt
2.5 The student will develop map skills by
b) locating the Nile River
It is important for students to see that time operates on a continuum. Through this unit, students will
develop personal connections to history that will broaden their understanding of other cultures (past and
present) and help them to better relate to the world around them. Studying Ancient Egypt will help
students to understand how history has shaped the present and what implications this has for them.
This unit aims to effectively appeal to all sensory learning preferences and incorporates a variety of
activities to ensure that the students are both engaged and challenged. Throughout the unit students will
work individually and in groups. For group work, I decided to use flexible grouping. Through flexible
grouping, cooperative learning is encouraged. Students will be grouped and regrouped according to the
demands of the lesson and their individual needs.
Additionally, this unit incorporates elements of problem based learning and an inquiry-based lesson in
which the students direct their own learning experience. Both problem based learning and the use of
inquiry skills are essential for the students to learn in a way that is meaningful to them. This also
decreases the likelihood of rote memorization.
Ashley Jones
College of William and Mary
Calendar of Lessons
Monday
Historical
Narrative Lesson
introducing the
“journey” that
our class will
take to ancient
Egypt
Tuesday
Historical Narrative
Lesson (continued)
Wednesday
Map skills lesson
SOL 2.4 a
Thursday
Children in
Ancient
Egypt:
“Welcome to
your new
life”
Friday
Architecture and
Religion SOL
2.1, 2.4b
Temples, gods,
and mummies
Making
personal
connections
to history
Contributions
and Architecture
SOL 2.1, 2.4a
Contributions SOL 2.1
Writing system and
calendar
Contributions SOL
2.1
Inventions
Pyramids
Interdisciplinary (math
with Egyptian symbols
during math period)
Review day
and decorate
postcards
(students will
also be able
to decorate
their
postcards
during any
down time
throughout
the two
weeks)
Unit Test
Interdisciplinary On-going: During read-aloud time, the teacher will read two chapters of Mummies in the
Morning each day of week 2. On the last day of week 2, the teacher will only read one chapter. The
students will write their own endings. The language arts lesson for the day before will be about changing
story endings.
I am submitting the highlighted lessons for the 12/17 assignement.
Teacher: Miss A. Jones Grade: Grade 2
Date of Lesson: Spring 2014
School: Matoaka Elementary
Time Needed (Approximate): 2 class periods
Lesson Subject/Topic: Introduction to Ancient Egypt (Beginning of Historical Narrative Process)
Student Learning Goal(s): Students will gain general knowledge about Ancient Egypt as an introduction
to the unit. They will organize the learning process in a K-W-L chart. They will practice letter writing
skills through writing postcards.
Standards:
ENGLISH SOL 2.11 The student will maintain legible printing and begin to make the transition to
cursive.
ENGLISH SOL 2.12 The student will write letters.
a) Generate ideas before writing.
b) Organize writing to include a beginning, middle, and end for narrative writing.
c) Expand writing to include descriptive detail.
GEOGRAPHY SOL 2.4 The student will develop map skills by
a) locating Egypt on world maps;
b) understanding the relationship between the environment and the culture of ancient
Egypt
Essential Questions: How can people connect to past cultures? How can thinking from a different
perspective enhance learning experiences?
Assessment(s): pre-assessment in engage and hook phase, post assessment in evaluate phase
Resources: “Journey Back to Ancient Egypt”
Materials: EGYPT block letter sheets (25), 4x6
historical narrative
index cards (25), posterboard or bulletin paper,
read aloud worksheets (25),
Lesson Component
Engage & Hook
Teacher
Student
Pre-test: give students a sheet of
Inside the letters of the word
paper with “EGYPT” printed in
“Egypt” students will draw
large block letters
pictures and symbols that come
to mind when they think of
Egypt. They will write words,
phrases, and sentences about
Egypt outside of the letters.
Explain & Model
After students discuss in small
Students will share and discuss
groups, the teacher will facilitate
their Egypt sheets in small
and write as the whole class
groups. Students will orally
organizes a K-W-L chart on a
create a K-W-L chart as the
posterboard. This poster will be
teacher writes. This chart will be
posted throughout the unit.
dynamic throughout the unit.
Students will change the chart as
they learn more information.
Explore & Apply
Evaluate & Close
The teacher will read her
Students will complete an
historical narrative, “Journey
accompanying read aloud
Back to Ancient Egypt”
worksheet.
At the end of the historical
Students will write a historical
narrative, the main character,
narrative throughout the course
Michal, invites the students to
of the unit in the form of
join her in learning more about
postcards from their journey back
Ancient Egypt. Teacher will tell
in time to Ancient Egypt. At the
the students that next class
end of this lesson, students will
period, they will all hop aboard
write their first postcard to a
the Travel Express and travel
friend or family member
back in time to Ancient Egypt.
explaining that they will be
Teacher will ask students what
traveling to Ancient Egypt with
are their expectations. The
their class. They will include one
teacher will model for students
thing they have learned so far.
how to write a postcard about
their traveling experience.
Each lesson will focus on a specific aspect of Ancient Egypt (geography, Nile River, mummies and the
mummification process, religion, King Tut, social class system, daily life, etc). At the end of each lesson,
students will write a postcard explaining their daily adventures. The teacher will provide guiding
questions for the postcard writing process. The postcards will be written as if the student is in Ancient
Egypt. At the end of the unit, students will have a set of postcards that will compose their historical
narrative.
At the end of each lesson, students will write a postcard explaining their daily adventures. The
teacher will provide guiding questions for the postcard writing process. The postcards will be
written as if the student is in Ancient Egypt.
Teacher: Miss A. Jones
Grade: Grade 2
Date of Lesson: Spring 2014
School: Matoaka Elementary
Time Needed (Approximate): 1 class period (40 minutes)
Lesson Subject/Topic: Welcome to Your New Life (Children in Ancient Egypt)
Student Learning Goal(s): Students will gain general knowledge about children in Ancient Egypt. They
will organize a venn diagram comparing and contrasting the lives of American children, specifically their
childhood, with the lives of Ancient Egyptian children. They will practice letter writing skills through
writing postcards.
Standards:
HISTORY SOL 2.1 The student will explain how the contributions of ancient Egypt have influenced the
present world in terms of inventions.
HISTORY SOL 2.4 The student will develop map skills by
a) locating Egypt on world map
b) understanding the relationship between the environment and the culture of ancient Egypt
ENGLISH SOL 2.12 The student will write stories, letters, and simple explanations.
Essential Questions: What are the defining characteristics of childhood? How can I relate to individuals
who lived in the past? How does the historical content of Ancient Egypt connect to my personal
experiences?
Assessment(s): The teacher will informally assess student venn diagrams.
Resources:
Materials:

Clay or playdough for each student

Pictures of ancient Egyptian toys (10)

Teacher created powerpoint on Children in
Ancient Egypt
Lesson Component
Engage & Hook
Teacher
Student
Teacher will give students
Students will observe the pictures
pictures of ancient Egyptian toys.
of the Ancient Egyptian toys and
Each student will also have a
discuss the characteristics of the
chunk/ cup of clay.
toys with a partner. Each student
will then replicate one of the toys
using the clay.
Explain & Model
Teacher will present a
This will help students to further
PowerPoint on children in
embody their role as Ancient
Ancient Egypt.
Egyptian children. Students will
gain an understanding of where
Egypt is located in relationship to
North America. Students will
learn about the lives of Ancient
Egyptian children.
Explore & Apply
The teacher will briefly explain
Students will compare and
the purpose of a venn diagram
contrast their lives to the lives of
and show students how to set up
Ancient Egyptian children using
their 3 categories (American
a venn diagram.
children/ my childhood, Ancient
Egyptian children, and
similarities). The teacher will
then give one example to model
this activity for students.
Evaluate & Close
Teacher will remind students that
Students will write a postcard to
they should write their postcards
a friend or family member
as if they are in Ancient Egypt.
comparing their new life as
Tell students that they can use
children in Ancient Egypt to their
their venn diagrams for this
lives as contemporary American
assignment.
children. They will write what
they like or dislike using
information from their venn
diagrams.
Notes:
**Interdisciplinary (reading comprehension): will be started during
Language Arts period
Teacher: Miss Ashley Jones
Grade: 2
School: Matoaka Elementary
Date of Lesson: Spring 2014
Time Needed (Approximate): 2 class periods (Language Arts and Social Studies)
Lesson Subject/Topic: Temples, Gods, and Mummies
Student Learning Goal(s): Students will develop oral presentation skills, practice basic research skills,
and follow detailed instructions through the Jigsaw learning experience. Students will reflect on their
learning and develop letter writing skills by writing postcards.
Standards:
READING SOL 2.9 The student will read and demonstrate comprehension of nonfiction texts.
READING SOL 2.10 The student will demonstrate comprehension of information in reference materials.
READING SOL 2.12 The student will write simple explanations.
HISTORY SOL 2.1 The student will explain how the contributions of ancient Egypt have influenced the
present world in terms of architecture and inventions,
Essential Questions: How can students work together to achieve a common learning goal?
Assessment(s): The teacher will collect the puzzle pieces with the written facts. She will also assess
student knowledge and writing by examining the postcards.
Resources:

http://www.discoveringegypt.com/index.htm
Materials:

160 Paper puzzle pieces for writing
facts (8 for each student[4 yellow, 2
white, 2 light pink])
Lesson Component
Engage & Hook
Teacher
Student
Teacher will present a mystery
Students will listen to the mystery read
by reading an excerpt from
aloud (Inquiry step: raising doubt/
Mummies in the Morning. This
concern) . They will establish questions
will raise doubt/ concern about
that they have about the excerpt and
the lesson topic.
lesson topic. Students will orally share in
whole group what they think is
happening/ will happen (Inquiry step:
identify the problem and formulate
hypotheses).
Explain & Model
The teacher will facilitate the
Students will be divided into 3 groups
Jigsaw learning experience by
(temples, mummies, and gods). Students
keeping track of time and
within their groups will be provided with
instructing students when to
information on their topic and an image.
switch tasks. The teacher’s role
Students will be given 5 minutes to read
is to monitor and observe. She
their information. After the 5 minutes,
will not give her input during
students will write down two facts that
this phase of the lesson. She will
they learned from their reading. Students
keep groups on task by asking
will have 15 minutes to share what they
guiding questions only if
learned with their topic group. Each
necessary (if a group feels that
student will write two additional facts
they have “nothing else to talk
that they learned from their group mates.
about”)
Students will leave their topic groups
with 4 written facts (Inquiry step:
collecting data).
Explore & Apply
Teacher will facilitate
Students are regrouped so that there are
regrouping.
at least two representatives of each topic
in each of the three new groups. Students
will have 20 minutes to share their
“expert knowledge” on their topics
(Inquiry step: evaluating and analyzing
data).
Evaluate & Close
Notes:
The teacher will instruct students
Students will present their findings and
to write about the most
conclusions (Inquiry step: evaluate
interesting aspect of their
conclusion and learning process).
experience in ancient Egypt
Students will write a postcard reflecting
today.
on their traveling/ learning experience.
Teacher: Miss Ashley Jones
Grade: 2
School: Matoaka Elementary
Date of Lesson: Spring 2014
Time Needed (Approximate): 1 class period
Lesson Subject/Topic: Ancient Egyptian architecture and contributions (Pyramids)
Student Learning Goal(s): Students will engage in discussion fueled by critical thinking. Students will
learn about Egyptian pyramids and construct pyramid models.
Standards:
SOL 2.1 The student will explain how the contributions of Ancient Egypt have influenced the present
world in terms of architecture
Essential Questions:
How did people work together to achieve common goals and complete laborious tasks with the
conventions of modern technology?
Assessment(s):Students will be informally assessed on their ability to engage in discussion and produce a
pyramid model.
Resources:
Materials:

Video links included in notes section

Document camera

Adventures in Ancient Egypt by Linda Bailey

Adventures in Ancient Egypt by Linda

DK Wonder Pyramid

http://www.discoveringegypt.com/index.htm
Lesson Component
Engage & Hook (10
minutes)
Bailey (p. 26-27)

Legos for each pair of students

Large index cards (20)
Teacher
Student
The teacher will put this
Students will participate in small
discussion prompt on the board
group discussions at their tables
using the document camera. “The
to come up with a strategy for the
Great Pyramid is believed to
challenge. Each group will
contain more than 2 million
present their strategy to the class.
limestone blocks, each weighing
as much as a family car with its
passengers. There are 200 layers.
All this was built by hand!” The
teacher will challenge each group
to come up with a strategy for
accomplishing this task without
the use of modern day
technologies.
Explain & Model
The teacher will ask students the
Students will discuss the purpose
purpose of the pyramids. She will
of the pyramids. Students will
give a review of the pyramids of
watch a video clip “Exploring the
Giza and the step pyramid at
Step Pyramid.”
Saqqara.
Explore & Apply
The teacher will walk around and
Students will watch the 3D
ask students how is their
reconstruction of the step
construction process different
pyramid at Saqqara. In pairs,
from the construction process of
students will construct a step
the pyramid at Saqqara? How is
pyramid using Lego blocks.
it similar?
Evaluate & Close
The teacher will instruct students
Students will write a postcard
to write about the most
reflecting on their traveling/
interesting aspect of their
learning experience.
experience in ancient Egypt
today.
Notes:


“Exploring the Step Pyramid Video”
http://www.discoveringegypt.com/Egyptian_Videos/Step_Pyramid.html
3D reconstruction of pyramid at Saqqara video http://www.discoveringegypt.com/pyramid1.htm
Assessments
Assessments are mentioned on each lesson. The pre-assessment template used during the
historical narrative lesson is included on the following page. Students will be informally assessed
on their ability to engage in critical thinking discussion during the lesson on pyramids. The
discussion question is included following this page.
Discussion Challenge
“The Great Pyramid is believed to contain
more than 2 million limestone blocks, each
weighing as much as a family car with its
passengers. There are 200 layers. All this
was built by hand!”
Appendix
The power point for the historical narrative used in the first lesson is included on the wiki. It is
called Journey Back to Ancient Egypt. The images used for the Ancient Egyptian children
lesson are included below.
Smith.edu
egyptabout.com
ancientpeople.tumbler.com
factsanddetails.com
egyptabout.com
References
Bailey, L., & Slavin, B. (2000). Adventures in ancient Egypt. Toronto: Kids Can Press.
Bingham, C. (2004). Pyramid. New York: DK Pub..
Exploring the Step Pyramid. Video. Retrieved November 17, 2013, from
http://www.discoveringegypt.com/Egyptian_Videos/Step_Pyramid.html
Millmore, M. (n.d.). Discovering Ancient Egypt. Egypt Pyramids Pharaohs Hieroglyphs.
Retrieved December 17, 2013, from http://www.discoveringegypt.com/index.htm
3D Reconstruction of Pyramid at Saqqara. Video. Retrieved November 17, 2013, from
http://www.discoveringegypt.com/pyramid1.htm