Egypt Toybox Lesson 3 of 5

Egypt Toybox Lesson 3 of 5

8-10 yrs old

Geography

History

Reading and Writing

Students discover and explore the history of Ancient Egypt. This lesson focuses on understanding social classes in Ancient Egypt.

avatar Submitted By: Phygital Labs

February 23, 2021

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Skills

  • Communication
  • Creativity
  • Critical Thinking

Supporting Files

Egypt Toybox rubric


Resource

Learning Objectives

  • Students will understand what life was like for different social classes in Ancient Egypt.

Guiding Ideas

Lesson 3 of 5

Standards alignment:  MCREL Compendium of K-12 Standards

World History

Standard 3: Understands the major characteristics of civilization and the development of civilizations in Mesopotamia, Egypt, and the Indus Valley.

Standard 5: Understand the political, social, and cultural consequences of population movements and militarization in Eurasia in the second millennium BCE.

Historical Understanding

Standard 1: Understands and knows how to analyze chronological relationships and patterns.

Standard 2: Understands the historical perspective.

Geography

Standard 1: Understands the characteristics and uses of maps, gloves, and other geographic tools and technologies.

Standard 2: Knows the location of places, geographic features, and patterns of the environment.

Standard 12: Understands the patterns of human settlement and their causes.

Standard 17: Understands how geography is used to interpret the past.

Common Core Writing Standards

CCSS.ELA-LITERACY.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

CCSS.ELA-LITERACY.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

CCSS.ELA-LITERACY.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

CCSS.ELA-LITERACY.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Introduction Overview

Students enter a toybox of Ancient Egypt. If the sides could close, students could carry this toybox with them to build, craft, and play! The toybox contains all the elements students need to interact with this ancient culture and learn more about its geography, economy, governing structure, and culture. Through these five lessons, students will participate in both digital and physical activities to engage in rich learning experiences following the learning objectives and guiding questions. Egypt Toybox is structured and broken into five lessons over 3 weeks x 60 minutes per day

Guiding Question Lesson 3

How was daily life different for people in different social classes in Ancient Egypt?

Student Activities

Preparation and materials

  • Preview link to PBS Resource: Women in Power
  • Sugar cubes, enough for students to work in small groups and build a pyramid
  • Jell-O molds and carving utensils such as disposable dinner knives, enough for students to work in small groups to carve a sculpture from it
  • Preview link to A Day in the Life of an Ancient Egyptian
  • Create a FlipGrid topic for lesson 4

Students enter the Minecraft: Education Edition world and fly to 224 34-121 and find the NPC called Donkor.

Donkor says, “I am just a servant here in Egypt, but I am thankful for my job. At least I'm not a farmer! My life would be very different if I was a ruler, though - or even a temple worker. Read more about how life is different for us here in Egypt.”

Buttons on the NPC take students to the following sites:

Life in Egypt

Jobs in Ancient Egypt

Have students work in pairs to read the site, one reading the left side and one reading the right aloud (like a script). They should alternate so different parts of the day are read together: morning, noon, afternoon, and evening.

Place students in small groups of four. Assign one student in each group to one role: farmer, enslaved person, temple worker, and ruler. If you do not have even groups, double up one assignment or leave one out of one group. Do not leave out or double up the ruler.

Ask the ruler in each group to launch his/her Minecraft world and allow the other students in his/her group to join as a multi-player game.

Students will be assigned tasks based on their role in the game.

Role: Farmer

1. Harvest existing crops and replant in the fields. Store crops in chests in your living quarters.

2. Design a way to carry crops from the fields to your living quarters.

Role: Enslaved person

1. Carry the crops from the chests at the farmer's home to the market. Return home with water from the Nile River.

2. Carry building materials to the ruler's home. Build a new piece of furniture for the ruler to use.

Role: Temple worker

1. Write a letter using your Book and Quill to describe what objects are needed for the tomb of a dead ruler to his family.

2. Build an altar for sacrifice to the gods in the temple.

Role: Ruler

1. Check on the farmer's work, ask for the profits from the market be brought to you, and collect the objects needed for the tomb.

2. Visit the temple. Deliver the objects needed for the tomb to the temple worker. Inspect your new furniture and thank the slave for the hard work.

When the students complete their tasks, they should post their responses to the guiding question in a FlipGrid topic or other online discussion forum. Students should include their own experiences in their assigned roles as part of their reflection.

Differentiation

• Allow students to create their own tasks based on the reading on the Jobs website.

• Allow students to choose one of the tasks instead of completing both.

Extensions

Students could conduct research on the types of crops grown on the farms in Ancient Egypt.

Performance Expectations

Assessment

FlipGrid response

4 - Student response gives insight into the jobs and social classes of Ancient Egypt and how they interact with each other. Student explains how the assigned role aligns to the background reading.

3 - Student response includes details about the different types of jobs in Ancient Egypt as well as how the student felt completing their assigned job inside Minecraft.

2 - Student response includes limited information about the different types of jobs in Ancient Egypt and mentions the student's job inside Minecraft.

1 - Student response does not include adequate information to answer the guiding question or reference the in-game activities.

 

 

 

 

 

Skills

  • Communication
  • Creativity
  • Critical Thinking

Supporting Files

Egypt Toybox rubric


Resource