If King Tut Could Talk - World Affairs Council

GeographySUITABLE FOR GRADES 6-12Mapping the Physiographic Features of Ancient Egypt and the Near Easthttp://www.mitchellteachers.org/WorldHistory/AncientEgyptNearEastUnit/MappingPhysioFeaturesActivity.htmlYou are going to explore the physical geography of ancient Egypt and the Near East in this lesson.Essential Question: Why do people live and move where they do?PBS: Egypt’s Golden Empire—Touring Ancient Egypthttp://www.pbs.org/empires/egypt/educators/lesson7.htmlCommon Core ConnectionThis lesson focuses on the importance of geographic features and the abundanceof natural resources that helped ancient Egypt become the world's firstTHE DAY AFTERsuperpower. Students will learn about the geography and resourcesavailable to the ancient Egyptians and create a multimedia tour thatMaps and the Common Coredemonstrates this learning to others.NYT Learning Network: Horn of Plenty (07/2004)http://learning.blogs.nytimes.com/2004/07/27/horn-of-plenty/Students create timelines that compare early agricultural practices in theNear East and Africa and prepare handouts on the archaeological discoveryprocess or specific African tribes. For homework, they write essays thatevaluate the advantages and disadvantages of ancient agricultural(nomadic) practices and make predictions about the continued prosperity offoraging tribes.NYT Learning Network: Oasis in the Desert (09/2002)http://learning.blogs.nytimes.com/2002/09/04/oasis-in-the-desert/In this lesson, students explore the challenges of building a thriving humancivilization in a desert environment. They then design new technologies toassist people living in the desert.History Channel: The Aswan High Dam (2:08)http://www.history.com/topics/ancient-egypt/videos#the-aswan-high-damThe Aswan High Dam was built in the 1960’s to provide energy to Egypt.Common Core Connection: ReadingThe Common Core emphasizesnonfiction and asks that students“integrate and evaluate contentpresented in diverse formats andmedia, including visually” (ELA 7).• Analyze maps in groups toanswer questions about theEgyptian empire and itssuccess.Common Core Connection: WritingStudents need to “draw evidence fromliterary or informational texts tosupport analysis, reflection andresearch” (CCR 9)• Use maps as evidence tosupport explanatory essaysabout Egypt’s empire andwhy it developed where it didon the map.History Channel: Reading the Nile (1:21)http://www.history.com/topics/ancient-egypt/videos#reading-the-nileAncient Egyptians used a Nilometer to measure the rise and fall of the Nile during the flood season. Thisallowed them to predict which crops would be most successful in the coming season.TES: Impact of Climate Change on Egypt (11/22/2011)http://www.tes.co.uk/teaching-resource/Impact-of-Climate-Change-on-Egypt-6141408/How will climate change and water scarcity affect people in the developing world? The lesson objective isto describe and explain the impact of climate change in Egypt, a less economically developed country(LEDC). This lesson includes a ppt. and a video.The British Museum: Class Discussion—Geography, Climate and Land Usehttp://www.ancientegypt.co.uk/staff/resources/discussions/d02/home.htmlThe objective of this discussion is to acquaint pupils with ideas about how geography can affectsettlement and to introduce pupils to basic features of the landscape of ancient Egypt.World Affairs Council Resource Packet: Pacific Science Center Presents—The Golden King and the Great Pharaoh: November 1, 20129