IP+Ancient+History+T3

=Instructional Plan/Learning Activities= Hook: The story of the Nile Learning Activity (Graphic Organizer, Cooperative Learning, Technology): [|Nile River graphic organizer] Artifact: [|Work Sample]: Students will prepare descriptive report (prezi) on the Nile River importance in Egyptian life. || Students will understand that the development of political, social, and religious structures of Ancient Egypt’s three kingdoms helped to create one of the first successful civilizations. || How important the Nile River was to the creation and development of ancient Egypt. || 4. Perspective: Analyze why the Nile River was so crucial to the development of Ancient Egypt. || D2 b: Students understand geographic aspects of unity and diversity in Maine, the United States, and various world cultures, including Maine Native Americans. || Hook: Ancient Hieroglyphics Learning Activity (Graphic Organizer, Cooperative Learning, Technology): Play Enigma Artifact: Quiz and create a podcast explaining a brief history of hieroglyphics. || Students will understand that the development of political, social, and religious structures of Ancient Egypt’s three kingdoms helped to create one of the first successful civilizations. || The origin and use of ancient Egyptian Hieroglyphics. || 1. Explain: Demonstrate why hieroglyphics were created, and how they were used. || D2 b: Students understand geographic aspects of unity and diversity in Maine, the United States, and various world cultures, including Maine Native Americans. || Hook: Egyptian creation myth also explore questions on the bottom of this homepage. Learning Activity (Graphic Organizer, Cooperative Learning, Technology): Help Jane get out of the museum! Artifact: Comic Life: Students will create a comic which will show their interpretation of why Gods were significant to ancient Egyptian religion, along with who some of the main Gods were, and their role in Egyptian culture. || Students will understand that the development of political, social, and religious structures of Ancient Egypt’s three kingdoms helped to create one of the first successful civilizations. || The significance of Gods to ancient Egyptians, and will know who the main ones are. || 2. Interpret: Tell a story of why Gods were significant to ancient Egyptian religion, and who some of the main Gods were, and their role in Egyptian culture. || D2 b: Students understand geographic aspects of unity and diversity in Maine, the United States, and various world cultures, including Maine Native Americans. || Hook: Egyptian Pharaohs Learning Activity (Graphic Organizer, Cooperative Learning, Technology): Worksheet to accompany video. Artifact: Blog: Students will choose one pharaoh from the Ancient Egyptian time period. They will create a blog entry detailing the life of the pharaoh. Did they marry? Whom did they marry? Did they have children? Tell about how and when they became pharaoh. Describe some of the significant events that occurred during their years of reign. How did they impact Egyptian civilization? || Students will understand that the development of political, social, and religious structures of Ancient Egypt’s three kingdoms helped to create one of the first successful civilizations. || The role that Pharaohs played in ancient Egyptian society, and their relationship with the Gods. || 5. Empathy: Consider what Pharaohs did in society, how they related to common people, and what their relationship to the Gods was. || D2 b: Students understand geographic aspects of unity and diversity in Maine, the United States, and various world cultures, including Maine Native Americans. || Hook: Explore National Geographic's Web page about the pyramids of Egypt. Play Pyramid Builder. Learning Activity (Graphic Organizer, Cooperative Learning, Technology): Explore Pyramids Artifact: Glogster: Students will create a Glogster with images representing their newfound knowledge of pyramids. They will present their Glogster to classmates and use the images as an outline for a story about the great pyramids of Egypt. || Students will understand that the development of political, social, and religious structures of Ancient Egypt’s three kingdoms helped to create one of the first successful civilizations. || How the ancient pyramids were built, why they were built, and what they were/are a symbol of. || 6. Self Knowledge: Reflect on the construction of the ancient Egyptian pyramids, who built them, why they were built, and what they symbolize. || D2 b: Students understand geographic aspects of unity and diversity in Maine, the United States, and various world cultures, including Maine Native Americans. || Hook: Video about mummies Learning Activity (Graphic Organizer, Cooperative Learning, Technology): How to preserve a mummy Artifact: iMovie: Students will complete a group assignment in which they will elbalm a fellow student. Throughout the video they will describe the process they are following with reasons for their actions, along with other information they have learned about this ancient preservation process. || Students will understand that the development of political, social, and religious structures of Ancient Egypt’s three kingdoms helped to create one of the first successful civilizations. || About mummies, and the steps that are involved in mummification, along with the religious aspect behind it. || 3. Apply: Exhibit knowledge of what mummies were, the steps involved in the embalming process, and the religious tradition attached to the process. || D2 b: Students understand geographic aspects of unity and diversity in Maine, the United States, and various world cultures, including Maine Native Americans. ||
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