Social Studies: Week of Feb 2 - 6, Chap 5, Ancient Egypt

Date: February 3, 2009
Teacher Name: Mr. Cavanaugh
Grade/subject: 6th World History
Chapter 5 – Ancient Egypt


What content will be covered (standards):
Describe and compare the characteristics of the ancient civilizations of Egypt, Mesopotamia and China and explain the importance of their contributions to later civilizations, to include:
· significance of river valleys
· early irrigation and its impact on agriculture
· forms of government (e.g., the theocracies in Egypt, dynasties in China)
· effect on world economies and trade
· key historical figures
· religious traditions, cultural, and scientific contributions (e.g., writing systems, calendars, building of monuments such as the pyramids


How will we determine mastery? What is the timeline for mastery?
Quiz at the end of each lesson in the chapter. Possibly use extensions menu concept for the students who are able to do some additional research


How will we differentiate content/process/product (if applicable)?

Process: Extensions Menu

Content: Opportunity to choose a topic to delve deeper into

Product: see menu


The general education teacher will:
Introduce the unit on Ancient Egypt with a film on Tuesday, Feb 3. Students will work through Lesson 1 on Thursday and Friday, Feb 4 and 5. The general education teacher will provide time for the students who are ready to work on the extensions menu either in class or in gifted ed classroom.

The gifted education teacher will:
Create the extension menu that fits appropriately with Lesson 1.
Introduce the idea of a study guide for the entire chapter for certain students.


Who will score/grade what?
To be determined.


What will we do at our next meeting?
Discuss strengths and challenges of this assignment.

Only 50% of the students passed the Hammurabi quiz. The extensions menu is an opportunity for those who did pass to work deeper into a subject to help gain a deeper understanding of Ancient Egypt, as well as time for those who need additional study time to work with the general education teacher in a smaller group.

Discuss strengths and challenges of the study guide, and how it would look in the classroom.