Lesson plan based on Model Boat

Research, write, and illustrate group reports that acknowledge the cultural importance of selected towns, monuments, and sights along the Nile River.

Skills and Focus: Research, Writing, Illustrating, Geography

Subject Area: English Language Arts

Thematic Connection: Transportation

Grade Level: Middle School

Time Needed: Three 50-minute class periods

Objectives

• Research the upper and lower kingdoms of Egypt and some of the various towns, monuments, and sites along the Nile.

• Work in small groups to explore in detail one site along the Nile, writing a two-paragraph summary accompanied by an illustration.

• Through reading one another's presentations, understand the cultural importance of different places along the Nile.

Instructional Materials Needed

Stories: Boats in Ancient Egypt and Egyptian Culture

Map

Crayons, markers, or colored pencils

Print resources on ancient and modern Egypt:

• Ganeri, Anita. Focus on Ancient Egyptians. New York: Gloucester Press, 1993. Pp. 4-5

• Harris, Geraldine. Cultural Atlas for Young People: Ancient Egypt. New York: Facts On File, Inc., 1990. (maps throughout).

• Bentley IV, John J. Egypt Guide. Cold Spring Harbor, NY: Open Road Publishing, 1998.

• Exploring Egypt, 2^nd ed. New York: Fodor's Travel Publications, 1998.

• Haag, Michael. Egypt, 2^nd ed. London: Cadogan Books, 1998.

• Insight Guide: Egypt, 5^th ed. London: Insight Guides, APA Publications, 1998.

• Knopf Guides: Egypt. New York: Alfred A. Knopf, Inc., 1995.

Richardson, Dan. Egypt: The Rough Guide, 3^rd ed. London: Rough Guides, Inc., 1996.

Activity

Step 1: Show students maps of both modern and ancient Egypt, pointing out the Nile Delta, Upper and Lower Egypt, major cities such as Cairo and Memphis, and the locations of historic sites including Giza, Saqqara, Dendera, and the Valley of the Kings. Modern sites of importance, such as the Aswan High Dam, should also be pointed out.

Step 2: Divide students into groups of two or three. Using modern travel guides alongside books on ancient culture, work with each group as they decide which sites to explore. Possibilities include but are not limited to Rosetta, Memphis, Giza, Saqqara, Dendera, Valley of the Kings, Aswan, Thebes, and Cairo. The product of this research should be a summary of the site that answers the following questions:

• Why is this place important?

• When was it constructed or founded?

• What are the most interesting aspects of this place?

• Is this place part of ancient or modern Egypt?

• If the place is a remnant of ancient Egyptian culture, what happened there?

• What historical figures are associated with it?

• What kinds of Egyptian art and artifacts can be seen there?

• If the place is part of modern Egypt, why was it constructed?

• How important is the place in current life? Do people live in, work in, or visit this place?

Step 3: Have students use their research to create group reports about their place. Each group also should complete an illustration of the site.

Step 4: When students have completed their reports, ask a representative of each group to read the group’s report to the class.

Goals

This activity meets Illinois State Goal 1: Read for understanding and fluency.

This activity meets Illinois State Goal 3: Write to communicate for a variety of purposes.

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