Agenda 9/26/16 *MAKE TWO DAYS TEKS: (6.2B) evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present. (6.3B) pose and answer questions about geographic distributions and patterns for various world regions and countries shown on maps, graphs, charts, models, and databases; (6.4B) identify and explain the geographic factors responsible for patterns of population in places and regions (6.4C) explain ways in which human migration influences the character of places and regions. (6.5A) identify and explain the geographic factors responsible for the location of economic activities in places and regions; (6.5B) identify geographic factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that influence a society's ability to control territory; (6.6C) analyze the effects of the interaction of physical processes and the environment on humans (6.7A) identify and analyze ways people have adapted to the physical environment in various places and regions; (6.7B) identify and analyze ways people have modified the physical environment such as mining, irrigation, and transportation infrastructure (6.7C) describe ways in which technology influences human interactions with the environment such as humans building dams for flood control. Language Objective: Students will understand how the Nile played an important role in the lives of Ancient Egyptians. *** GET YOUR SPIRALS OUT*** Civilization Reflection-(review following slides) **TURN IN WHEN COMPLETE** Journals Through History – Ancient Egypt: Land of Abundance Draw Interpretation of Egyptian Life (in your spiral) HW: None

What Is Civilization? A civilization is…… A highly advanced, organized society characterized by an established government, written language and educational system, diverse economy, organized religion and advancements in technology, science and the arts. .

Division of labor; trade; monetary system; Ability to read / write; record keeping; improving educational opportunities which will improve individuals and society. Division of labor; trade; monetary system; Formal religious groups / buildings; Sets of written and unwritten rules about religion (norms) Civilization Government Economy Education / Language Religion Technology Organized Government with a set of rules, leaders and social class divisions; cities and large towns NOTE: civilization also includes a component of art & literature, music and dance Advanced technology and usage of tools; ability to create new technology based on needs of society.

What factors allow a civilization to grow? Think about what factors allow a civilization? (government, laws, education, technology, ect) If you created your own civilization (city/settlement), what would you include?

Agenda 9/27/16 HW: Finish Background Analysis Questions TEKS: (6.2B) evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present. (6.3B) pose and answer questions about geographic distributions and patterns for various world regions and countries shown on maps, graphs, charts, models, and databases; (6.4B) identify and explain the geographic factors responsible for patterns of population in places and regions (6.4C) explain ways in which human migration influences the character of places and regions. (6.5A) identify and explain the geographic factors responsible for the location of economic activities in places and regions; (6.5B) identify geographic factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that influence a society's ability to control territory; (6.6C) analyze the effects of the interaction of physical processes and the environment on humans (6.7A) identify and analyze ways people have adapted to the physical environment in various places and regions; (6.7B) identify and analyze ways people have modified the physical environment such as mining, irrigation, and transportation infrastructure (6.7C) describe ways in which technology influences human interactions with the environment such as humans building dams for flood control. Language Objective: Students will understand how the Nile played an important role in the lives of Ancient Egyptians. DBQ (Document Based Question) – How Did the Nile Shape Ancient Egypt? Hook Exercise: Finding a New Homeland Background reading and Questions (we read, you read) HW: Finish Background Analysis Questions

Agenda 9/28/16 HW: None Mapping Activity – Ancient Egypt and the Nile TEKS: (6.2B) evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present. (6.3B) pose and answer questions about geographic distributions and patterns for various world regions and countries shown on maps, graphs, charts, models, and databases; (6.4B) identify and explain the geographic factors responsible for patterns of population in places and regions (6.4C) explain ways in which human migration influences the character of places and regions. (6.5A) identify and explain the geographic factors responsible for the location of economic activities in places and regions; (6.5B) identify geographic factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that influence a society's ability to control territory; (6.6C) analyze the effects of the interaction of physical processes and the environment on humans (6.7A) identify and analyze ways people have adapted to the physical environment in various places and regions; (6.7B) identify and analyze ways people have modified the physical environment such as mining, irrigation, and transportation infrastructure (6.7C) describe ways in which technology influences human interactions with the environment such as humans building dams for flood control. Language Objective: Students will understand how the Nile played an important role in the lives of Ancient Egyptians. Mapping Activity – Ancient Egypt and the Nile HW: None

Agenda 9/29/16 TEKS: (6.2B) evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present. (6.3B) pose and answer questions about geographic distributions and patterns for various world regions and countries shown on maps, graphs, charts, models, and databases; (6.4B) identify and explain the geographic factors responsible for patterns of population in places and regions (6.4C) explain ways in which human migration influences the character of places and regions. (6.5A) identify and explain the geographic factors responsible for the location of economic activities in places and regions; (6.5B) identify geographic factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that influence a society's ability to control territory; (6.6C) analyze the effects of the interaction of physical processes and the environment on humans (6.7A) identify and analyze ways people have adapted to the physical environment in various places and regions; (6.7B) identify and analyze ways people have modified the physical environment such as mining, irrigation, and transportation infrastructure (6.7C) describe ways in which technology influences human interactions with the environment such as humans building dams for flood control. Language Objective: Students will understand how the Nile played an important role in the lives of Ancient Egyptians. DBQ (Document Based Question) – How Did the Nile Shape Ancient Egypt? Check Background Analysis Questions Document A (Ancient Egypt) HW: None

Doc A: Ancient Egypt (map) 1. About 400-450 miles 2. The Nile flows downhill, from south to north. 3. Eastern Desert; the Western Desert; the Mediterranean Sea. 4. No, because the delta and the Nile Valley are isolated by geographical barriers: Mediterranean Sea-north Deserts to east and west Land of Nubia and Nile cataracts (rapids with rocks) to south 5. People settle along the narrow river valley. Water for drinking, bathing and cooking Crop irrigation Highway for travel and trade.

Agenda 9/30/16 TEKS: (6.2B) evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present. (6.3B) pose and answer questions about geographic distributions and patterns for various world regions and countries shown on maps, graphs, charts, models, and databases; (6.4B) identify and explain the geographic factors responsible for patterns of population in places and regions (6.4C) explain ways in which human migration influences the character of places and regions. (6.5A) identify and explain the geographic factors responsible for the location of economic activities in places and regions; (6.5B) identify geographic factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that influence a society's ability to control territory; (6.6C) analyze the effects of the interaction of physical processes and the environment on humans (6.7A) identify and analyze ways people have adapted to the physical environment in various places and regions; (6.7B) identify and analyze ways people have modified the physical environment such as mining, irrigation, and transportation infrastructure (6.7C) describe ways in which technology influences human interactions with the environment such as humans building dams for flood control. Language Objective: Students will understand how the Nile played an important role in the lives of Ancient Egyptians. DBQ (Document Based Question) – How Did the Nile Shape Ancient Egypt? Review DOC A Finish Document B (The Nile River Flood Cycle) Document C (Transport on the Nile)

Doc B: The Nile River Flood Cycle The Egyptians had 3 four month seasons instead of 4 three month seasons. A very high Nile would drown the crops and destroy villages; A low Nile would bring severe drought and cause food shortages. During planting (peret) and Harvest (shemu) During flooding season The Nile determine the Egyptian calendar; the river set the agricultural (farming) cycle

Doc D: Field of Reeds (Tomb Painting) Farming: harvesting wheat (panel three); plowing, seeding, pulling flax (panel four). Panel three: wheat, sickle, basket. Panel four: cattle, plow, basket, flax plants. Bottom panel: the Nile River, with shrubs and date palms along its banks. Virtually everything! No water, no life, no crops, no animals, no boat rides, no people. The river had a profound effects on the spiritual beliefs of the ancient Egyptians. This painting shows that the Egyptians believed the Nile would continue to provide for them in the afterlife. The Nile almost always appears in tomb paintings.

Doc E Hymn to the Nile 1. It is a song of praise or thanks, especially to a God or gods. 2. It keeps the land alive(able to produce food) -It floods the fields so that the animals will have the food they need to live. -It causes barley and wheat to grow. -It allows religious festivals(in times of plenty) -It makes the people joyful. 3. Not enough flooding reduces silt buildup and limits immigration. This causes famine and poverty. 4. If it weren’t for the Nile river, the Egyptian civilization would not have arisen. People could not have survived in this desert land without the river. 5. The hymn shows that the Egyptians worshipped the river and understood its importance in their culture. They had a spiritual relationship with the Nile as well as practical, everyday connection to it. The river had the power to make them happy or great sorrow, even death.