Sharland 1
Class: Nosek/Sharland- 7th Grade, Eastern Hemisphere Studies
Unit: North Africa
Topic: Egypt-Mummies and Pyramids
Date: 2/14/11-2/18/11
Duration: 55 minutes, 5 days
Previous Unit(s): SW Asia
Next Unit: West Africa
Rationale: Students will participate in the mummification process, and they will
understand the Ancient Egyptians beliefs and rituals surround the afterlife.
Objectives:
 Actively reenact the mummification process
 Learn terminology associated with the mummification process
 Study ancient Egyptians’ beliefs and rituals concerning the afterlife
 Be able to articulate how, why, and when pyramids were built
Standards/Benchmarks:
H1.4 Historical Understanding. Use historical concepts, patterns, and themes to study the
past. Historians apply temporal perspective, historical inquiry, and analysis to spheres of
human society to construct knowledge as historical understandings. These understandings
are drawn from the record of human history and include human aspirations, strivings,
accomplishments, and failures in spheres of human activity.
6 – H1.4.1 Describe and use cultural institutions to study an era and a region (political,
economic, religion/belief, science/technology, written language, education, family).
6 – H1.4.2 Describe and use themes of history to study patterns of change and continuity.
6 – H1.4.3 Use historical perspective to analyze global issues faced by humans long ago
and today.
Procedures:
Monday, February 14, 2011
Embalming (Bring in an embalmed item)
1. Warm-up: Popsicle Sticks: Make popsicle ‘name sticks’ for each student, in each
block
2. Formative Assessment: Answer Questions #1
3. Ancient Egypt: The Top Three (Powerpoint, slides 1-8)
Sharland 2
4. Library
5. http://www.cnn.com/video/#/video/bestoftv/2011/02/03/exp.am.intv.brier.cnn?iref
=allsearch
6. Pair-n-share: Given their responses to the warm-up, and their active research in
the library, students will discuss two questions:
 What was one thing that you learned?
 What was one thing that you already new?
Handouts:
 Formative Assessment
 Mummies Packet
 Ancient Egypt Powerpoint Weekly
 Extra Credit Opportunity
http://www.nytimes.com/2011/02/08/world/middleeast/08egypt.html?_r=1&re
f=todayspaper&pagewanted=print
Homework, Due Friday: Mummies, Pyramids and The Afterlife, Oh My!!!!, Mummies
Packet and Ancient Egypt Powerpoint
Formative Assessment: Mummies Document
Summative Assessment: Weekly quiz on Friday
Tomorrow: Mummification
Sharland 3
Class: Nosek/Sharland- 7th Grade, Eastern Hemisphere Studies
Unit: North Africa
Topic: Egypt-Mummies and Pyramids
Date: 2/14/11-2/18/11
Duration: 55 minutes, 5 days
Previous Unit(s): SW Asia
Next Unit: West Africa
Rationale: Students will participate in the mummification process, and they will
understand the Ancient Egyptians beliefs and rituals surround the afterlife.
Objectives:
 Actively reenact the mummification process
 Learn terminology associated with the mummification process
 Study ancient Egyptians’ beliefs and rituals concerning the afterlife
 Be able to articulate how, why, and when pyramids were built
Standards/Benchmarks:
H1.4 Historical Understanding. Use historical concepts, patterns, and themes to study the
past. Historians apply temporal perspective, historical inquiry, and analysis to spheres of
human society to construct knowledge as historical understandings. These understandings
are drawn from the record of human history and include human aspirations, strivings,
accomplishments, and failures in spheres of human activity.
6 – H1.4.1 Describe and use cultural institutions to study an era and a region (political,
economic, religion/belief, science/technology, written language, education, family).
6 – H1.4.2 Describe and use themes of history to study patterns of change and continuity.
6 – H1.4.3 Use historical perspective to analyze global issues faced by humans long ago
and today.
Procedures
Tuesday, February 15, 2011
Mummification
1. Warm-up: When you graduate from high school, what kind of life do you want to
have?
(How does this relate to Ancient Egypt and the afterlife?)
2. Formative Assessment: Answer Questions #2
3. Library: Continue work on the Mummy Packet (from yesterday)
4. Ancient Egypt: The Top Three (Powerpoint, slides 8-21)
Sharland 4
5. Pair-n-share: Given their responses to the warm-up, and their active research in
the library, students will discuss two questions: What was one thing that you
learned? What was one thing that you already new?
Handouts:
 Formative Assessment
 Mummies Packet
 Ancient Egypt Powerpoint
 Weekly Extra Credit Opportunity
http://www.nytimes.com/2011/02/08/world/middleeast/08egypt.html?_r=1&re
f=todayspaper&pagewanted=print
Homework, Due Friday: Mummies, Pyramids and The Afterlife, Oh My!!!!, Mummies
Packet and Ancient Egypt Powerpoint
Formative Assessment: Mummies Document
Summative Assessment: Weekly quiz on Friday
Tomorrow: Pyramids
Sharland 5
Class: Nosek/Sharland- 7th Grade, Eastern Hemisphere Studies
Unit: North Africa
Topic: Egypt-Mummies and Pyramids
Date: 2/14/11-2/18/11
Duration: 55 minutes, 5 days
Previous Unit(s): SW Asia
Next Unit: West Africa
Rationale: Students will participate in the mummification process, and they will
understand the Ancient Egyptians beliefs and rituals surround the afterlife.
Objectives:
 Actively reenact the mummification process
 Learn terminology associated with the mummification process
 Study ancient Egyptians’ beliefs and rituals concerning the afterlife
 Be able to articulate how, why, and when pyramids were built
Standards/Benchmarks:
H1.4 Historical Understanding. Use historical concepts, patterns, and themes to study the
past. Historians apply temporal perspective, historical inquiry, and analysis to spheres of
human society to construct knowledge as historical understandings. These understandings
are drawn from the record of human history and include human aspirations, strivings,
accomplishments, and failures in spheres of human activity.
6 – H1.4.1 Describe and use cultural institutions to study an era and a region (political,
economic, religion/belief, science/technology, written language, education, family).
6 – H1.4.2 Describe and use themes of history to study patterns of change and continuity.
6 – H1.4.3 Use historical perspective to analyze global issues faced by humans long ago
and today.
Procedures
Wednesday, February 16, 2011
Pyramids
1. Warm-up: How would you create a place to preserve people, for the duration of
eternity?
2. Progressive Assessment: Question #3
3. Pyramids: http://www.nationalgeographic.com/pyramids/pyramids.html
4. Ancient Egypt: The Top Three (Powerpoint, slide 22-27)
Sharland 6
5. Pyramid Videos
Part I: http://www.youtube.com/watch?v=oDLjd2CZYt8
Part II: http://www.youtube.com/watch?v=RvMJB_oeDeY&feature=related
Handouts:
 Formative Assessment
 Mummies Packet
 Ancient Egypt Powerpoint
 Weekly Extra Credit Opportunity
http://www.nytimes.com/2011/02/08/world/middleeast/08egypt.html?_r=1&re
f=todayspaper&pagewanted=print
Homework, Due Friday: Mummies, Pyramids and The Afterlife, Oh My!!!!, Mummies
Packet and Ancient Egypt Powerpoint
Formative Assessment: Mummies Document
Summative Assessment: Weekly quiz on Friday
Tomorrow: Pyramids
Sharland 7
Class: Nosek/Sharland- 7th Grade, Eastern Hemisphere Studies
Unit: North Africa
Topic: Egypt-Mummies and Pyramids
Date: 2/14/11-2/18/11
Duration: 55 minutes, 5 days
Previous Unit(s): SW Asia
Next Unit: West Africa
Rationale: Students will participate in the mummification process, and they will
understand the Ancient Egyptians beliefs and rituals surround the afterlife.
Objectives:
 Actively reenact the mummification process
 Learn terminology associated with the mummification process
 Study ancient Egyptians’ beliefs and rituals concerning the afterlife
 Be able to articulate how, why, and when pyramids were built
Standards/Benchmarks:
H1.4 Historical Understanding. Use historical concepts, patterns, and themes to study the
past. Historians apply temporal perspective, historical inquiry, and analysis to spheres of
human society to construct knowledge as historical understandings. These understandings
are drawn from the record of human history and include human aspirations, strivings,
accomplishments, and failures in spheres of human activity.
6 – H1.4.1 Describe and use cultural institutions to study an era and a region (political,
economic, religion/belief, science/technology, written language, education, family).
6 – H1.4.2 Describe and use themes of history to study patterns of change and continuity.
6 – H1.4.3 Use historical perspective to analyze global issues faced by humans long ago
and today.
Procedures
Thursday, February 17, 2011
Mummies, Pyramids and the Afterlife (Review)
1. Warm-up: Progressive Assessment: Question #4
2. Pyramids
3. Review
4. Classroom Discussion: What was the single most interesting thing that you
learned about mummies, pyramids, and the ancient Egyptians’ belief in the
afterlife?
Sharland 8
Handouts:
 Formative Assessment
 Mummies Packet
 Ancient Egypt Powerpoint
 Weekly Extra Credit Opportunity
http://www.nytimes.com/2011/02/08/world/middleeast/08egypt.html?_r=1&re
f=todayspaper&pagewanted=print
Homework, Due Friday: Mummies, Pyramids and The Afterlife, Oh My!!!!, Mummies
Packet and Ancient Egypt Powerpoint
Formative Assessment: Mummies Document
Summative Assessment: Weekly quiz on Friday
Tomorrow: Quiz Over Mummies and Pyramids
Sharland 9
Class: Nosek/Sharland- 7th Grade, Eastern Hemisphere Studies
Unit: North Africa
Topic: Egypt-Mummies and Pyramids
Date: 2/14/11-2/18/11
Duration: 55 minutes, 5 days
Previous Unit(s): SW Asia
Next Unit: West Africa
Rationale: Students will participate in the mummification process, and they will
understand the Ancient Egyptians beliefs and rituals surround the afterlife.
Objectives:
 Actively reenact the mummification process
 Learn terminology associated with the mummification process
 Study ancient Egyptians’ beliefs and rituals concerning the afterlife
 Be able to articulate how, why, and when pyramids were built
Standards/Benchmarks:
H1.4 Historical Understanding. Use historical concepts, patterns, and themes to study the
past. Historians apply temporal perspective, historical inquiry, and analysis to spheres of
human society to construct knowledge as historical understandings. These understandings
are drawn from the record of human history and include human aspirations, strivings,
accomplishments, and failures in spheres of human activity.
6 – H1.4.1 Describe and use cultural institutions to study an era and a region (political,
economic, religion/belief, science/technology, written language, education, family).
6 – H1.4.2 Describe and use themes of history to study patterns of change and continuity.
6 – H1.4.3 Use historical perspective to analyze global issues faced by humans long ago
and today.
Procedures
Friday, February 18, 2011
Assessment
1. Warm-up: Pair-n-share, review Game
2. Test: Mummies, Pyramids and Ancient Egyptians’ Beliefs in the Afterlife
3. CNN Student News
Handouts:
 Formative Assessment
 Mummies Packet
 Ancient Egypt Powerpoint
 Weekly Extra Credit Opportunity
http://www.nytimes.com/2011/02/08/world/middleeast/08egypt.html?_r=1&re
f=todayspaper&pagewanted=print
Sharland 10
Homework, Due Today: Mummies, Pyramids and The Afterlife, Oh My!!!!, Mummies
Packet and Ancient Egypt Powerpoint
Formative Assessment: Mummies Document
Summative Assessment: Weekly Quiz Today
Tomorrow: Have A Nice Weekend!