NYCDOE: Passport to Social Studies - grade 3, Egypt case study - ADA version
This is the WCAG 2.0 accessible version.
This is a curriculum guide for Egypt relating to the grade three Social Studies Scope & Sequence, titled: Egypt Case Study. It was developed by a team of NYCDOE staff and teachers, in collaboration with scholars of the humanities and social sciences as well as museum curators. Students will immerse themselves in the topic by discussing focus questions, reading and analyzing a rich collection of diverse primary and secondary sources, examining artifacts, and interpreting images, such as: painting, photographs, maps, and hieroglyphics.
This guide offers a multitude of perspectives on the geography, history and cultural practices of the world’s cradle of civilization. Topics of representative lessons in this unit include having students create specific maps to present particular geographic information about Egypt, investigating the traditional culture of Egypt by examining and analyzing Ancient Egyptian paintings, examining artifacts from Ancient Egypt to explore the influence of traditional culture in a world community, and learning how trade has changed and how it has remained the same in Egypt.
To evaluate student mastery of content knowledge, cognitive processes, and critical thinking skills, this unit includes formative assessments, and a performance-based assessment activity, which has students designing travel brochures about Egypt to highlight the different aspects of Egyptian life. Students will have opportunities to make decisions about the specific evidence they want to include, keeping in mind that the purpose is to provide information that will help travelers decided if Egypt would be a good place for them to visit.
Please note: the complete set of NYCDOE K-8: Passport to Social Studies Core Curriculum materials include a wide-range of trade books and primary documents, in addition to this unit of study. In order to support rigorous social studies instruction and student inquiry, we recommend that teachers integrate these resources into their daily instruction and assessments plans.
