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Unit Name: EgyptUnit pacing: 4-5 weeks
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Unit Overview and Enduring UnderstandingsIn this unit, students will explore the ancient civilization of Egypt and discover how it became one of the most powerful and long-lasting cultures in world history. Students will learn about the geography of the Nile River and how it helped shape Egyptian life. The unit will cover key aspects of Egyptian society, including pharaohs, pyramids, religion, writing (hieroglyphics), and daily life. Students will also examine the achievements of ancient Egyptians and how their ideas influenced future civilizations. By the end of the unit, students will understand how geography, leadership, belief systems, and innovation contributed to the success of Ancient Egypt.
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Essential QuestionsHow did Egypt’s unique geography help its civilization grow? How did pharaohs change Egypt? How did religion affect the lives of ancient Egyptians? How did advancements in science, math and technology affect Egyptian society?
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Content DomainEssential StandardsSupporting StandardsEssential ELP StandardsConcepts/Skills Essential VocabularyStrategies/ModelsEvidence of MasteryAssessmentsDistrict Aligned Resources
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Core Discipline Descriptors6.H3.1 Analyze the impact of religious, government, and civic groups over time.6.H3.3 Explain why communities, states, and nations have different motivations for their choices including individual rights, freedoms, and
responsibilities.		EL.6-8.S4.PE/E-1
express an opinion on a topic.
EL.6-8.S4.B-1
construct a claim about a topic or text.
EL.6-8.S4.I-1
construct a claim about a topic or text.

EL.6-8.S4.PE/E-2
supply a reason that supports the opinion.
EL.6-8.S4.B-2
supply a reason that supports the opinion and is based on some textual evidence.
EL.6-8.S4.I-2
supply a reason that supports the opinion and is based on more detailed textual evidence and relevant background knowledge.

EL.6-8.S4.PE/E-3
use grade- appropriate words.
EL.6-8.S4.B-3
use grade- appropriate words and phrases.
EL.6-8.S4.I-3
use grade- appropriate general academic and domain-specific words and phrases.

EL.6-8.S4.PE/E-4
provide a sense of closure to an argument.
EL.6-8.S4.B-4
provide a concluding statement to an argument.
EL.6-8.S4.I-4
provide a conclusion that summarizes the argument presented.		The role of the Nile River in supporting agriculture, transportation, and trade.

The importance of flooding cycles and the invention of irrigation.

How natural barriers (deserts, seas) protected Egypt and shaped its development.

The structure of Egypt’s monarchy (pharaohs) and the idea of divine kingship.

Famous leaders such as Hatshepsut, Ramses II, and Tutankhamun.

Polytheism: key gods like Ra, Osiris, Isis, Anubis.

Beliefs about the afterlife and how they influenced burial practices.

The importance of mummification and the Book of the Dead.

Connection between religion and government (pharaoh = god-king).

Hieroglyphics and the development of writing.

Architectural marvels: pyramids, temples, sphinx.		papyrus
hieroglyphics
dynasty
pharaoh
pyramids
embalming
mummy
cataracts
polytheism		Word wall, 2-column notes, Frayer model, sentence starter, double bubble chartCreate a project (eg. A model of a sarcophagus, pyramid, or canopic jar with a written explanation of its purpose and symbolism in Ancient Egypt.)

Write a summary and reflect on where they would want to fall on the social pyramid (“If I lived in Ancient Egypt, I would want to be a ____ because...”)

Accurately identify Ancient Egypt’s location on a map.

Describe the importance of the Nile River to Ancient Egyptian civilization by writing a short essay.

Explain Ancient Egypt’s social hierarchy and roles within society by completing a graphic organizer in the format of a pyramid.

Identify major gods/goddesses on a multiple choice quiz.		Informal assessments, check for understanding, exit ticket, unit CFA, projectSavvas topic 3 lessons 1-2
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Skills and Processes
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ELA Integration6.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
6.RI.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
6.RI.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
6.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. d. Use precise language and domain‐specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented.
ELA standards RI.1, RI.2, RI.4, W.2 to SS standards 6.H3.1 alignment
- Cite textual evidence to support analysis of how these groups influenced societies (RI.1)
- Determine central ideas about the roles and impacts of these groups and summarize key points (RI.2)
- Understand domain-specific vocabulary (e.g., civic, government, religious influence) (RI.4)
- Write informative texts explaining the impact of these groups, using relevant evidence and clear organization (W.2)

ELA standards RI.1, RI.2, RI.4, W.2 to SS standards 6.H3.3 alignment
- Cite evidence from texts that explain motivations behind political and social decisions (RI.1)
- Identify and summarize the central ideas about motivations and choices across different communities (RI.2)
- Interpret specialized vocabulary related to rights, freedoms, and responsibilities (RI.4)
- Compose clear, structured explanations of how motivations affect communities and governments (W.2)
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Considerations:Pacing
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