Ancient Egypt Geography Project

As we explore the geography of Ancient Egypt, you will be completing projects and assignments of your choosing in order to
demonstrate your understanding of the essential question below and each of the guiding questions.
Essential Question:
How does geography affect where people live and the jobs they have?

Guiding Questions:
How did the geography of Ancient Egypt impact how and where people lived?
How did the geography of Ancient Egypt influence the types of jobs people had?
How can geography help or hurt the development of civilizations?

Learning Profile for_________________________________ (Name)

Strengths/You are comfortable with these items

Access (Getting)
How I get information Examples:
interpret graphs, read books, internet
search, watch video, listen to speech,
vocabulary, etc.

Engage (Doing)
How I begin to understand new
information
Examples: teaching others,
collaborating in a group, create
visuals, write about it, quiz
myself,make graphic organizers, etc.

Express (Showing)
How I share new
understandings/info Ive learned
Examples: create a poster, video,
essay, podcast, PowerPoint, speech,
etc.

Learning
Strengths and challenges related to
learning
Examples: asking questions, sense of
humor, artistic, social skills, creative,
reading, working with others, public
speaking, memorizing, organizing,
interviewing, planning, writing,
technology skills, etc.

Challenges/Items you may want to work on

Key Ideas and Vocabulary

The listed concepts and terms are required knowledge for this mini-unit. Along with providing an
explanation of these terms (on this page) they should also be incorporated in your final project.
Physical Geography

Environmental Factors
Climate
Topography
Vegetation
Fertile Soil
Water

Cataract

Upper & Lower Egypt

Nile River

Kush

Canaan

Delta

I can explain how the geography of Ancient Egypt impacts how and where people lived.

Your Plan to Show Evidence of Proficiency

Beginning (1)
Identify geographical
features (landforms,
climate, water sources)that
impacted where people
lived in ancient Egypt.

Developing (2)
Identify and explain how
geographical features
impacted where people
lived in ancient Egypt.

Proficient (3)
Identify and explain how
geographical features
impacted where people
lived in detail, using
academic vocabulary

Exceeding (4)
Identify and explain how geographical
features impacted where people lived
in detail, and explain relationships
among the geographical features of
modern Egypt versus ancient Egypt
using appropriate and academic
vocabulary

I can interpret how geography can help or hurt the development of civilizations.
Your Plan to Show Evidence of Proficiency

Beginning (1)

Developing (2)

Define civilization and

list geographical
features that
surrounded ancient
Egypt.

Define civilization and

explain how one
geographical feature
hurt OR helped develop
the civilization.

Proficient (3)
Define civilization and explain
how multiple geographical
features hurt AND helped the
development of ancient Egypt
using academic vocabulary.

Exceeding (4)
Define civilization and explain how multiple
geographical features hurt AND helped the
development of ancient Egypt using
academic vocabulary. Compare how these
same geographical features have continued
to hurt or help the development of modern
Egypt.

I can determine how geography influenced the types of jobs people did.
Your Plan to Show Evidence of Proficiency

Beginning (1)
List jobs that people of
Ancient Egypt did

Developing (2)
List the jobs of the people in
Ancient Egypt and explain
how geography influenced
those jobs

Proficient (3)
List the jobs of the people in
Ancient Egypt and explain
how geography influenced
those jobs, using academic
vocabulary

Exceeding (4)
List the jobs of the people in Ancient
Egypt and explain how geography
influenced those jobs, using academic
vocabulary. Explain how jobs are still
influenced by geography - listing
specific examples influenced from our
local geography.

Project Planning - Read the below rubric before you begin your project planning.
Geography of Ancient Egypt Project 4Cs Rubric
Below Standard (1)

Critical
Thinking

Approaching Standard(2)

recognizestheneedforanalyzing

recognizesANDindependentlyanalyzesresources

wellitsupportstheprojectrequirements

evidencetoensureitisstrongbutdoes

Determineswhichresourcesarevalueableandwillsupportthe

Requiresassistanceinfindingbasic

notevaluateitcarefullywhendeveloping

resources/information

answers

usesevidencewithoutconsideringhow

doeseachtaskseparately,without
evidenceofcollaboration/discussion

Collaboration

reproducesexistingideasdoesnot

developsideasandcreatesproductswithfeedbackfrompeersand

discussion/posts/sharingbutisnotopen

adultsinandoutofschool.Critiqueandrevisionisongoingthrough

tofeedbackorrevision

meaningfulworkwithothers.

create/imagine/seekoutnewones

Innovation

requirementsoftheproject

Collaboratesthrough

Creativity &

At Standard (3)

showssomeimaginationandoriginality

whenshapingideasintoaproduct,but

someideasareconventional(common)

usesingenuity(cleverness)andimagination,goingoutside
conventional(common)boundaries.

whenshapingideasintoaproductshowsapersonaltouch

CommonProductsPowerpoint,
GooglePresentations,Prezi,
Documents

Communication

Thecontentismissingorvague.

Thecontentisclearandaccurate.

Thevocabularyandwordchoiceare

Thevocabularyandwordchoiceare

(During our final

simplistic(stuff,things,youknow).

sharing time)

Conventionsareinaccurate(theamount
ofeditingneededimpedesunderstanding
ofthecontent).

appropriatefortheaudience.

Conventions(spelling,capitalization,etc.)

Thecontentpromoteshigherlevelthinkingandisclearand
accurate.

Wordsarenotsimplybeingread,insteadthereisasenseofteaching

aideintheunderstandingofthecontent.

Thevocabularyandwordchoicearecreativeandappropriatefor
theaudience.

Conventionsareappropriateinemphasizingthecontentand
increasingunderstanding(underline,bold,bullets,animation,sound,
etc.

Project Timeline
While the requirements are for you to WORK on this project daily, how you do so is up to YOU.
Personalize it to YOUR strengths, challenge YOURSELF to move outside of your comfort zone, build on YOUR responsibility as a 21st
century learner.
What you will do...
Every other day Work on the assigned Achieve 3000 article discussed during the morning meeting. Continue your work on this article during
reading strategy instruction during Communication Arts. Record connections that you see to the essential question in your log.
Analyze your incorrect questions on your activity using your yellow sheet.
Complete,revise, and edit the required Thought Questions
Daily

Assign what research/homework/collaboration needs to occur to show your proficiency by the due date.
Record all research you find for your project in your learning log.
Record any collaboration that you do in your log
Keep track of any sources that you use, and find citation information for those that you hope to include in your final project

Before our final project sharing day...

Vocabulary POST-Test: Our goal is 100% of students at the end of this unit.
Geography of Ancient Egypt Assessment : Our goal is for 100% of students to identify geographical features of Ancient Egypt.
Turn in your log, and any other information you feel is vital to your understanding of the essential question.
Turn in your planning packet. Turn in your completed vocabulary page (in the packet).

What your teachers will do

Provide Social Studies Seminars that provide a more traditional learning model of the Social Studies textbook material
Assign Achieve3000 at your level articles that are related to geography
Provide instruction on reading and writing strategies for informational text during Communication Arts
Check in with each student during the learning process to assist in the personalized learning process.