In this unit on Ancient Egypt, students used the Studentsavvy lesson with a collaborative model, California Content Standards, and Common Core Standards in History to build a free standing square or rectangle pyramid. In this task students will be working in groups of four. They they will have three sessions to complete the task.

Time Frame one week

CALIFORNIA HISTORY CONTENT STANDARDS

6.2.5. Discuss the main features of Egyptian art and architecture.

COMMON CORE READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–12

RST 3. Follow precisely a multi-step procedure when carrying out experiments, taking measurements, or performing technical tasks.

RH 5. Describe how a text presents information (e.g., sequentially, comparatively, causally).

Students will have three sessions to complete their task. They will be given a set amount of supplies to complete their task. The first session will be a planning session where students will devise a mental model of their project and draw a sketch of it. (DOK LEVEL 3) They will also predict any problems and try to address them before the build session. The second session is the build session. Students will have two periods to build their models. (DOK LEVEL 4) The third session will be the test and reflection session. In front of the class students will test their model and then will write an individual reflection, not only on their model building process but will also address Growth Mindset prompts to help them identify their learning process and position on a team project.  (DOK LEVEL 3)

In this unit on the Ancient Egypt, students will using their Textbook with Common Core Standards in History to take create a Instagram post about their pharoah to get their Ka into the afterlife. Students will examine ancient Egyptian social structures and religion.

Time Frame two weeks.

Culminating activity:  Students will a project that answers the question, "How did Pharaohs protect the stability of Egypt?"

CALIFORNIA HISTORY CONTENT STANDARDS

   6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.

   6.6.3. Understand the relationship between religion and the social and political order in Mesopotamia and Egypt.                                                                                      

COMMON CORE READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–12

  RH 1. Cite specific textual evidence to support analysis of primary and secondary sources.

  RH 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

 RH 7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Students will read about the two Egyptian Pharaohs Hatshepsut and Ramses in their textbook Chp 4 Sec 3.1-3.3. Students will select one of the pharaohs and select one achievement that this person is known for in their reign. Then they will pretend to be a Egyptian priest that is charged with painting this achievement on the tomb wall of this pharaohs tomb. Study the tomb and style of art by taking a VR TOUR of a famous egyptian tomb. Then below are posted drawings of picture in this style that portraits the achievement of your selected pharaoh. Take a picture of it and post it in the Instagram template on your private assignment then post your work to the class slide show. Finally you will select two classmates and interpret there hashtags.