Note: TTW= The Teacher Will; TSW= The Students Will; GCR= Google Classroom
I. Standard(s): 6.15: Explain the structure of ancient Egyptian society, including: Relationships between groups of people; How social classes were organized by occupation; Positions of pharaohs as god/kings; Role of slaves.
A. Clear Target: I can Explain the structure of ancient Egyptian society, including: Relationships between groups of people; How social classes were organized by occupation; Positions of pharaohs as god/kings; Role of slaves.
B. Set: TTW read jokes/riddles to the students for them to answer to get them ready to learn. TTW then lead a discussion over the previous day’s clear target to gage their understanding over the previous day’s material.
C. Bell Ringer:
1. Question: What was the Egyptian economy based on? How did the Nile River impact it?
2. Discussion: TTW lead a discussion on the previous day’s lesson. TSW answer questions about the lesson. After the class has answered the question to the best of their ability, TTW assess if there needs to be a review of the previous day’s lesson. If a review is needed, TTW have the students get out their notes and will review the material with them. If no review is needed TTW have the students get ready for today’s lesson.
D. Presentation of New Material: TSW watch a video on Ancient Egypt’s Society. While watching the video, TSW fill in their guided notes. Here is the link to the video: Society
1. Checks For Understanding (CFU): Discussion
2. Video in Video N/A
3. Simulation:
a. Talking about the Nile River and how it impacts the economy. In the discussion the students should bring up flooding and the silt making the land fertile. You need to discuss with them that this process made it possible to farm a lot more land…not just what is right by the Nile, but acres and acres on each side. Use something like the three whole punch to represent the Nile and a piece of paper to represent the land immediately around the Nile that could be farmed. Then add another sheet of paper and put the 3 hole punch in between them and ask what the people would have to do in order to farm all of this extra land. Need them to get to irrigation canals.
b. From the discussion of the Haastag and the guided notes, when speaking about the society becoming more complex as labor specialization happens, take one candy out of the dish and state that this is a pretty simple task picking up one candy, isn’t it. Then dump all of the candy out and state that this is a much more difficult task…a more complex task because there is so much more “stuff.” Just like the Egyptian society as it moves from just farming as a job, to labor specialization. People now get paid by food to do things other than grow food.
E. Guided Practice: TTW demonstrate for the students how to: Find and open the day’s lesson. TTW have a student explain all of the steps.
F. Independent Practice (The assignments are due the next school day unless otherwise stated)
1. TSW complete their guided notes and any activities from their notes packet that apply. The link to the videos are in section D above. 2. TSW complete the Egyptian Society Worksheet. The worksheet is linked here incase TS lose it and need to print another copy from home: Here is the link.
G. Closure: TSW be able to answer questions over the lesson
H. Assessment: Question and answer/Discussions/The guided practice/Closure discussion/Quiz if used/ Exit Ticket if used;