The Crowns of Egypt
6th GRADE STANDARDS:
Art

Artistic Perception1.2; 2.1; 3.2: Students will analyze and respond to art as seen
in the Crowns of Egypt, and analyze the meaning behind the double crown.
English

Reading Comprehension 2.4: Clarify an understanding of texts by creating
outlines, logical notes, summaries, or reports.
History

World History and Geography 6.2: Students analyze the geographic, political,
economic, religious, and social structures of the early civilizations of Egypt.
OBJECTIVE:
Given images, terms and materials students will be able to identify the crowns of Egypt
(Upper, Lower and Unified), and a minimum three crucial elements of each crown; this
will be indicated through artistic representation of the combined crown of Egypt, group
work, presentations and individual written summary.
MATERIALS:

Crowns of Egypt PowerPoint

Blank paper

Colored pencils/pens/markers/crayons
LESSON:
INTIATE: (Engage, activate prior knowledge, review)

Break students into pairs, have each group think of an image that represents the
combination of ideas or countries. Have the students write down or draw the
image, and explain what it represents. (An example would be our flag, which was
the symbol of the unified states, each state being represented by a star. Just as
the combined crown depicts the unification of Upper and Lower Egypt. ) Have
students share their work with the class, and segue into the concept of the Upper
and Lower crowns and Unified Egypt.
INSTRUCT - Modeled and Shared Learning: (Vocabulary development, active
involvement)

Open PowerPoint presentation with map of Egypt (including Upper and Lower
Egypt) and with images of Egyptian crowns (examples from online**, and
images from the Robert V. Fullerton collection)

Introduce the key vocabulary for the lesson

Key terms/vocabulary: Upper Egypt, Lower Egypt, White Crown, Red Crown,
Double Crown (*included in the definition should be the timeline for those
kingdoms such as when in that Kingdoms history was the “White” crown
worn, or when did the two Kingdoms merge along with the crown, and the
name of a pharaoh that wore one of the crowns)

Read and discuss definitions, giving students time to write down the
information.
Guided
Practice:
(Group,
individual
feedback,
questions,
check
for
understanding)

Now that the students have an understanding of Egypt and the crowns have
them break into groups or pairs. Each group will be given a paper and based
on the information covered about upper and lower Egypt, have them draw
what they believe the combined crown of Egypt would look like. Around the
crown have them state why it would look this way, and what elements of
either region are represented in their crown. Once this has been completed,
take volunteers to share their image and discuss their answers.
Independent Practice: (Practice in new context)

Have students return to their seats.

Continue with PowerPoint discussing Unified Egypt.

Have students independently draw the unified crown and write down the
answer to the following questions:

Who wore the crown?

What do the colors represent?

When was Egypt first unified?

Where did the ruling Pharaoh live?

Why were these characteristic chosen to represent Upper and Lower
Egypt?
INSPECT AND REFLECT: (Self-assessment, whole class review,
reflection, evaluation)

Share and discuss student answers to the above questions.