GRADE 6 SOCIAL STUDIES INSTRUCTIONAL TASK
Geography in Ancient Egypt
This sample task contains a set of primary and authentic source documents about the impact of geography on the
development of civilization in Ancient Egypt.
Grade-Level Expectations
The questions in this sample task address content related to the following social studies grade-level expectations:
GLE 2: Identify land and climatic conditions conducive to human settlement in regions of the world and describe the
role of these conditions (G-1B-M1)
GLE 9: Explain how different physical environments affected human activity in ancient civilizations (G-1D-M2)
GLE 24: Explain how geographical features influenced development of early civilizations (e.g., domestication,
cultivation, specialization) (H-1C-M2)
GLE 27: Locate and describe the major river systems and discuss the physical settings that supported permanent
settlement and early civilizations in Mesopotamia, Egypt, China, and the Indus valley (H-1C-M3)
GLE 28: Describe the major characteristics of early river valley civilizations (H-1C-M3)
Contents
This sample task contains the following sections:
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Primary and Authentic Source Documents
Multiple-Choice Items
o assess content knowledge and comprehension of the sources
o scaffold student understanding of the documents
Extended-Response Task
o measures student ability to develop and support an argument based on content knowledge and
evidence from the documents
Scoring Rubric
Scoring Notes
Printable Student Version
Task Directions
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This sample task reflects the format of the task on the iLEAP assessment for social studies in grade 6. Teachers
may choose to use or modify this sample as part of an instructional lesson or as a formative or summative
assessment.
Teachers should provide students access to the printable student version of the task, which excludes GLE
alignment, answer keys, and scoring information.
Students should then read or review the sources and answer the questions.
For additional specifications about the task, please see the Assessment Guidance for grade 6.
GRADE 6 SOCIAL STUDIES INSTRUCTIONAL TASK
Primary and Authentic Source Documents
Read and study Documents 1 through 4 about Ancient Egypt. Think about how the ancient Egyptian civilization was
affected by its geographical location and features. As you read, you may take notes in the space next to the documents
or on page XX in this answer document. Then use the documents to answer questions 1 through 5.
Document 1: Paragraphs 2 - 3 of the section entitled “Inundation” from Harnessing the Nile
http://www.bbc.co.uk/history/ancient/egyptians/nile_01.shtml
Document 2: Map of the Nile
http://www.mummies2pyramids.info/geography-cities/geography-cities-index.htm
GRADE 6 SOCIAL STUDIES INSTRUCTIONAL TASK
Document 3: Painting from Tomb of Nakht
http://upload.wikimedia.org/wikipedia/commons/5/53/Tomb_of_Nakht_%288%29.jpg
GRADE 6 SOCIAL STUDIES INSTRUCTIONAL TASK
Document 4: Hymn to the Nile, 2100 B.C.E.
Hail to thee, O Nile!
Thou showest thyself in this land,
Coming in peace, giving life to Egypt;
O Ammon, thou leadest night unto day,
A leading that rejoices the heart!
Overflowing the gardens created by Ra;
Giving life to all animals;
Watering the land without ceasing:
The way of heaven descending:
Lover of food, bestower of corn,
Giving life to every home, O Phthah!...
O inundation of Nile, offerings are made to thee;
Oxen are slain to thee;
Great festivals are kept for thee;
Fowls are sacrificed to thee;
Beasts of the field are caught for thee;
Pure flames are offered to thee;
Offerings are made to every god,
As they are made unto Nile.
Incense ascends unto heaven,
Oxen, bulls, fowls are burnt!
Nile makes for himself chasms in the Thebaid;
Unknown is his name in heaven,
He doth not manifest his forms!
Vain are all representations!
Mortals extol him, and the cycle of gods!
Awe is felt by the terrible ones;
His son is made Lord of all,
To enlighten all Egypt.
Shine forth, shine forth, O Nile! shine forth!
Giving life to men by his omen:
Giving life to his oxen by the pastures!
Shine forth in glory, O Nile!
http://www.gutenberg.org/files/15663/15663-h/15663-h.htm
GRADE 6 SOCIAL STUDIES INSTRUCTIONAL TASK
Multiple-Choice Items
Geography
Places and Regions
GLE 24: Explain how geographical features influenced development of early civilizations (e.g., domestication, cultivation,
specialization) (H-1C-M2)
1
Based on the map in Document 2, Lower Egypt supported a greater concentration of cities in a smaller
geographic area than Upper Egypt. Which statement best explains this settlement pattern?
A
B
C
D
Upper Egypt was often attacked by its neighbors to the south.
Upper Egypt was further away from most of the temples.
Lower Egypt had more fertile farmland.
Lower Egypt had more lakes for fishing.
Correct response: C
History
World History
GLE 2: Identify land and climatic conditions conducive to human settlement in regions of the world and describe the role
of these conditions (G-1B-M1)
2
According to the passage in Document 1, farming was crucial to the development of the Egyptian civilization.
What is the most critical aspect of the farming process in Egypt?
A
B
C
D
planting different types of seeds each year
planning around and managing the inundation
harvesting the crop in the spring
spraying the crops with pesticides
Correct response: B
GRADE 6 SOCIAL STUDIES INSTRUCTIONAL TASK
History
World History
GLE 27: Locate and describe the major river systems and discuss the physical settings that supported permanent
settlement and early civilizations in Mesopotamia, Egypt, China, and the Indus valley (H-1C-M3)
3
Which of the activities portrayed in the tomb painting (Document 3) is least dependent upon the Nile?
A
B
C
D
hunting
fishing
storing food
growing crops
Correct response: C
Geography
Places and Regions
GLE 9: Explain how different physical environments affected human activity in ancient civilizations (G-1D-M2)
4
How is the Nile portrayed in Document 4?
A
B
C
D
as an evil ruler
as a fair king
as an ordinary river
as a life-giving god
Correct response: D
GRADE 6 SOCIAL STUDIES INSTRUCTIONAL TASK
Extended-Response Task
History
World History
GLE 27: Locate and describe the major river systems and discuss the physical settings that supported permanent
settlement and early civilizations in Mesopotamia, Egypt, China, and the Indus valley
5
Write a well-organized response on the lines provided on pages XX and XX in this answer document.
Explain how the development of Egyptian civilization was influenced by its geographic location.
As you write, follow the directions below.
 Your response should have multiple paragraphs, begin with an introduction, and end with a conclusion.
 Use evidence from each of the documents to support your claims.
 Include information and examples from your own knowledge of social studies.
 Be sure to write clearly.
Use page XX in this answer document for notes and planning. Write your final response on pages XX and XX in this
answer document.
Remember: The prewriting activities on page XX will not be scored. Only your response on pages XX and XX will be
scored.
GRADE 6 SOCIAL STUDIES INSTRUCTIONAL TASK
Scoring Rubric
The response should be scored holistically on its analysis and content. Each response should be given the score that
corresponds to the set of bulleted descriptors that best describes the response.
Score
4
3
2
1
0
Social Studies Task Rubric—Ancient Egypt
The student’s response
•
constructs a sophisticated argument that provides an in-depth explanation of how Egyptian
civilization was impacted by its geographic location;
•
supports the claims with ample, well-chosen evidence that
o addresses or demonstrates understanding of at least four of the documents, and
o integrates adequate relevant information beyond what is provided in the documents;
•
contains valid historical understandings and interpretations with no errors significant enough
to detract from the argument.
The student’s response
•
constructs an acceptable argument that provides an in-depth explanation of how Egyptian
civilization was impacted by its geographic location;
•
supports the claims with sufficient and appropriate evidence that
o addresses or demonstrates understanding of three of the documents, and
o integrates some relevant information beyond what is provided in the documents;
•
contains mostly valid historical understandings and interpretations, although less important
ideas or details may be overlooked or misunderstood.
The student’s response
•
constructs a weak and/or flawed argument that provides a limited or partial explanation of
how Egyptian civilization was impacted by its geographic location;
•
supports the claims with limited and/or uneven evidence that
o addresses or demonstrates understanding of two of the documents, and
o integrates limited relevant information beyond what is provided in the documents;
•
contains some valid historical understandings and interpretations, but a few significant errors
may be present.
The student’s response
•
must include at least one valid historical understanding or interpretation that addresses the
prompt and is stated in the student’s own words;
•
must demonstrate a minimal understanding of the topic;
•
may contain several significant errors.
The student’s response
•
is incorrect, irrelevant, or too brief to evaluate.
Scoring Notes
A strong response
 references the documents appropriately:
o importance of the inundation (Document 1)
o location and geographical features of Ancient Egypt (Document 2)
o daily life of ancient Egyptians in relation to the Nile (Document 3)
o ancient Egyptians’ view of the Nile (Document 4)
GRADE 6 SOCIAL STUDIES INSTRUCTIONAL TASK

includes additional information about how the ancient Egyptians were impacted by the Nile, such as accurate
details regarding:
o food (Nile supported plant and animal life which provided food sources)
o religion (e.g. Hapi, the god of bounty)
o transportation (e.g. development of watercraft, enabled a centralized government, allowed for trade)
o development of the calendar (365-day calendar based on the yearly flood)
o job specialization (e.g. digging irrigation canals, harvesting crops, etc.)
o written language (e.g. Nile’s impact on agriculture allowed for the production of papyrus)
Printable Student Version
*Note: Some sources are available only in digital format. A link is provided and will require the use of a computer to
view the source.
Geography in Ancient Egypt Task
Read and study Documents 1 through 4 about Ancient Egypt. Think about how the ancient Egyptian civilization
was affected by its geographical location and features. As you read, you may take notes in the space next to
the documents or on page 5 in this answer document. Then use the documents to answer questions 1 through
5.
Source links
Document 1: Paragraphs 2 - 3 of the section entitled “Inundation” from Harnessing the Nile
http://www.bbc.co.uk/history/ancient/egyptians/nile_01.shtml
Document 2: Map of the Nile
http://www.mummies2pyramids.info/geography-cities/geography-cities-index.htm
Document 3: Painting from Tomb of Nakht
http://upload.wikimedia.org/wikipedia/commons/5/53/Tomb_of_Nakht_%288%29.jpg
1
Document 4: Hymn to the Nile, 2100 B.C.E.
Hail to thee, O Nile!
Thou showest thyself in this land,
Coming in peace, giving life to Egypt;
O Ammon, thou leadest night unto day,
A leading that rejoices the heart!
Overflowing the gardens created by Ra;
Giving life to all animals;
Watering the land without ceasing:
The way of heaven descending:
Lover of food, bestower of corn,
Giving life to every home, O Phthah!...
O inundation of Nile, offerings are made to thee;
Oxen are slain to thee;
Great festivals are kept for thee;
Fowls are sacrificed to thee;
Beasts of the field are caught for thee;
Pure flames are offered to thee;
Offerings are made to every god,
As they are made unto Nile.
Incense ascends unto heaven,
Oxen, bulls, fowls are burnt!
Nile makes for himself chasms in the Thebaid;
Unknown is his name in heaven,
He doth not manifest his forms!
Vain are all representations!
Mortals extol him, and the cycle of gods!
Awe is felt by the terrible ones;
His son is made Lord of all,
To enlighten all Egypt.
Shine forth, shine forth, O Nile! shine forth!
Giving life to men by his omen:
Giving life to his oxen by the pastures!
Shine forth in glory, O Nile!
http://www.gutenberg.org/files/15663/15663-h/15663-h.htm
2
1
Based on the map in Document 2, Lower Egypt supported a greater concentration of cities in a smaller
geographic area than Upper Egypt. Which statement best explains this settlement pattern?
A
B
C
D
2
According to the passage in Document 1, farming was crucial to the development of the Egyptian civilization.
What is the most critical aspect of the farming process in Egypt?
A
B
C
D
3
planting different types of seeds each year
planning around and managing the inundation
harvesting the crop in the spring
spraying the crops with pesticides
Which of the activities portrayed in the tomb painting (Document 3) is least dependent upon the Nile?
A
B
C
D
4
Upper Egypt was often attacked by its neighbors to the south.
Upper Egypt was further away from most of the temples.
Lower Egypt had more fertile farmland.
Lower Egypt had more lakes for fishing.
hunting
fishing
storing food
growing crops
How is the Nile portrayed in Document 4?
A
B
C
D
as an evil ruler
as a fair king
as an ordinary river
as a life-giving god
3
5
Write a well-organized response on the lines provided on pages 6 and 7 in this answer document.
Explain how the development of Egyptian civilization was influenced by its geographic location.
As you write, follow the directions below.
 Your response should have multiple paragraphs, begin with an introduction, and end with a conclusion.
 Use evidence from each of the documents to support your claims.
 Include information and examples from your own knowledge of social studies.
 Be sure to write clearly.
Use page 5 in this answer document for notes and planning. Write your final response on pages 6 and 7 in this answer
document.
Remember: The prewriting activities on page 5 will not be scored. Only your response on pages 6 and 7 will be scored.
4
Use for notes and planning your response.
(This page will not be scored.)
5
5. Final Response
6
7