CULTURAL STUDIES – 12/13
COURSE I
ESSENTIAL UNIT 3 (E03)
(Ancient Egypt and African Kingdoms)
Unit Statement: This unit describes the development of ancient Egyptian civilization and
the reign of powerful pharaohs. Contrast how the stable flooding of the Nile provided slow
cultural growth in Egypt, while the erratic flooding of the Tigris and Euphrates brought
upheavals to Mesopotamian city-states. Be mindful to go beyond the scope of
environmental determinism.
Thereafter, the unit examines societies and civilizations in other parts of Africa during the
same period; such as the rise and fall of Aksum on the Horn of Africa and the civilizations
in west, central and southern Africa.
Essential Outcomes:
1. The Student Will describe the geography of ancient Egypt and how its people
adapted (pp. 147-151).
2. TSW outline the life and hierarchy of ancient Egyptians along with cultural
accomplishments (pp. 155-158).
3. TSW describe the religious beliefs of the Egyptians (pp. 159-161).
4. TSW analyze the methods and reasons for pyramid-building during the old
kingdom (pp. 165-169).
5. TSW summarize the accomplishments of Hatshepsut and Ramses II (pp. 173-177).
6. TSW describe and compare the geography of Nubia, western, central and southern
Africa (pp. 189, 203).
7. TSW compare the cultures of Egypt and Kush and analyze the reasons for Kush’s
rise in culture and wealth (pp. 190-193).
8. TSW outline the accomplishments of the Kingdom of Aksum and King Ezana (pp.
197-200).
9. TSW describe the lifeways of west, central and southern Africa (pp. 204-205).
10. TSW outline the Bantu migration, and analysis its impact on Africa (pp. 206-207).
QSI CULTURAL STUDIES 12-13 CRS I E03
Copyright © 1988-2008
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Suggest Materials:
Textbook: McDougal Littell’s World History: Ancient Civilizations; chapter five, “Ancient
Egypt” (pp. 142-183) and chapter six, “Kush and other African Kingdoms” (pp. 184-209)
Teacher edition. Listed recommended and additional resources (pp. 143, 144, 147, 155,
165, 173, 178, 185, 186, 189, 197 and 203).
Workbook material: In Depth Resources: Introduction to World History Unit 3
CD-ROMs
http://www.classzone.com
Vocabulary:
Cataract
Scribes
Mummy
step pyramid
Nubia
Aksum
Griots
delta
hieroglyphs
dynasty
Khufu
Kush
Horn of Africa
Nok
Silt
Papyrus
succession
Hatshepsut
Piankhi
Adulis
Bantu
fertile
afterlife
pharaoh
obelisk
Meroe
terrace
migration
Linen
Embalm
pyramid
Ramses II
smelting
animism
Suggested Assessment Tools and Strategies:
Suggestions from text:
The student will complete the lesson reviews after each lesson, and choose one of the
activities from the lesson reviews’ lower section (pp. 151, 161, 170, 177, 193, 200, 207).
TSW read “Starting with a Story: The Death of Ramses the II”, and “Starting with a Story:
An African’s Pilgrimage” (pp. 144-145, 186-187).
TSW perform the Geography Skillbuilder (pp. 148, 169, 174, 190, 198, 204, 206).
TSW perform the activity in Extended Lesson One, “Daily Life” (p. 152) and the
skillbuilder activity, “Explaining Geographic Patterns” (pp. 194-195).
TSW work on a map project; incorporating the nine features. Suggestions for
interdisciplinary activities are provided in the teacher’s edition (pp. 16-17).
TSW perform the document-based questions (pp. 159, 199).
TSW perform the activities in Extended Lesson Two, “Connect to Today: The Legacy of
Egypt” and “Design a Pillar” (pp. 162-163, 201).
TSW perform Extended Lesson Four, “Reader’s Theater: Hatshepsut’s Expedition to
Punt” along with its questions (pp. 178-181).
Suggestions from author:
The Student Will design one of the various architectural wonders of Egypt in threedimensional form; using clay, cardboard or other assembling material. Have each student
create various models and assemble them in relationship to each other. Be reminded that
pyramids and tombs are on the west bank to symbolize death with the setting sun and
QSI CULTURAL STUDIES 12-13 CRS I E03
Copyright © 1988-2008
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temples are on the east bank of the Nile. This activity will require additional research.
Discuss the relationship between Egyptian architecture and Egyptian religion.
TSW describe through a short paper or with an illustration the funeral practices of Ancient
Egyptians. Religious explanation should be provided along with particular practices.
TSW write a short paper of the life and achievements of Ramses II or Hatshepsut.
Conclude the paper with an assessment of whether the leadership provided was a benefit
or a detriment to the people of Egypt. It must have reasoned support.
TSW recreate the graph on page 156, but with modern labors and professions. Compare
the graphs.
TSW act out the role of a griot from a western African tribe by recited oral history.
Research and use an actual account of African history that has been passed orally.
TSW create a map of Bantu migration and find recordings or written forms on the Internet
that correspond to at least three particular languages from the Bantu language family.
RUBRIC FOUND ON FOLLOWING PAGE………….
QSI CULTURAL STUDIES 12-13 CRS I E03
Copyright © 1988-2008
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Name
Class
TSW
1
2
3
4
5
6
7
8
9
10
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CULTURAL STUDIES-12-13 COURSE I
Essential Unit 3 (E03) Rubric
(Ancient Egypt and African Kingdoms)
Date
______________
‘A’ Level Mastery
‘B’ Level Mastery
‘P’ in progress
The student described the geography
of ancient Egypt and how the people
of its river, the Nile, adapted to the
environment with detailed examples
provided by lecture and further
study and an analysis of the
geography influence on religion
The student outlined the life and
hierarchy of ancient Egyptians ,and
compared cultural
accomplishments from each time
period.
The student described the religious
beliefs of the Egyptians and
inferred how the environment of
Egypt contributed to their religious
conception with ideas provided by
lecture and further study.
N/A
The student described the
geography of ancient Egypt and
how the people of its river, the
Nile, adapted to the
environment.
The student described the
geography of Egypt in general
terms.
The student outlined the life and
hierarchy of ancient Egyptians
along with the cultural
accomplishments.
The student outlined the
hierarchy of ancient Egyptian
society.
The student described the
religious beliefs of the
Egyptians.
The student named some
religious beliefs.
The student analyzed the
methods and reasons for
pyramid-building during the old
kingdom.
The student summarized the
accomplishments of Hatshepsut
and Ramses II.
The student described the
geography of Kush and Nubia.
The student can recognize the
great pyramids of Egypt.
The student summarized the
accomplishments of Hatshepsut and
Ramses II and compared their rule.
N/A
The student compared the cultures
of Egypt and Kush, and analyzed
Kush’s rise in culture and wealth.
Thereafter, the student compared
the relationship to a modern-day
pairing of nations (i.e. Early
America and England or America
and Japan).
The student outlined the
accomplishments of the Kingdom of
Aksum and King Ezana and
accessed how its geographic
location contributed to its success.
The student described the lifeways
of West, Central and Southern
Africa with specific examples and
compared the various geographic
and environmental difficulties each
possessed.
The student outlined the Bantu
migration, and analyzed its impact
on Africa.
QSI CULTURAL STUDIES 12-13 CRS I E03
Copyright © 1988-2008
The student compared the
cultures of Egypt and Kush, and
gave reasons for Kush’s rise in
culture and wealth.
The student outlined the
accomplishments of the
Kingdom of Aksum and King
Ezana.
The student described the
lifeways of West, Central and
Southern Africa in general
terms.
The student outlined the Bantu
migration and its peopling of
Africa.
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The student listed some of the
accomplishments of
Hatshepsut and Ramses II.
The student can describe the
general direction of Kush and
Nubia in relation to Egypt.
The student distinguished
Egypt in Kush in general
terms.
The student understands that
Aksum is an African Kingdom
and that King Ezana was its
leader during its Golden Age
built on trade.
The student named the three
areas of Africa under study in
this TSW.
The student understands that
the Bantu language is the root
of many African languages.