Lesson Plan on Imhotep
Teacher: Christina Amos Subject: Social Studies Grade Level: 6 Date: November 5, 2001
Strand: Time, Continuity, and Change [History]
Standard 1: The student understands the world from its beginning to the time of the Renaissance
I want my students to understand why Imhotep and his great architectural endeavors were so important to Egyptian society and to the history of civilization.
The student should have some general background knowledge of Egyptian history. They should know the main eras and the way the culture varied in these eras, especially the architecture and the way they buried the dead.
III. Instructional Objective:
Upon request, the student will compose an original “story” about Imhotep and his step-pyramid. The story is to be written as if the student lived during that time. Also, the student must include at least one hand-drawn picture of the step-pyramid. In the article, the student must include what Egyptian architecture and society was like before the pyramid, how the pyramid was constructed, and “predictions” of what life will be like in the future Egypt. (Although, the student will be writing this part as if they are predicting, this will really be factual historical information).
IV. Instructional Procedures:
Lesson-initiating activity: The lesson begins with the teacher asking review questions of what the class just learned about ancient Egypt. This refreshes the students’ memory and also gives the teacher a chance to introduce Imhotep, his accomplishments, and his step pyramid.
Core activities: The teacher will hand out packets on ancient Egypt, Imhotep, and his pyramid at Saqqara. She will read over them with the class and lead a discussion on the topic. The teacher will talk about the period preceding Imhotep and his pyramid, the period of, and the periods after. Teacher will also highlight some of the changes Imhotep made in Egyptian civilization, making sure the class is clear on the differences between the mastaba, step pyramids, and great pyramids.
Closure activities: The teacher will explain to students how to do the assignment (writing the article) and students will work on a rough draft using their packet and what they have learned. They will finish this article at home.
ESOL considerations: The teacher discusses orally and provides a visual and reference with the packet.
V. Materials and Equipment:
The materials for this lesson include the paper and the sources for the packets made by the teacher.
The composed article must include what Egyptian architecture and society was like before the pyramid, how the pyramid was constructed, and how life was affected after the construction of the step pyramid.
VII. Follow-up Activities:
Students will collect information on the great pyramids of Giza and how they were constructed. They will then answer the question, in essay form, “Would it have been possible for the Egyptians to build the Great Pyramids if Imhotep had not build the step-pyramid and why?”
VIII. Self Assessment:
The teacher will review the student-written article and make sure all of the objectives are included in it. Also, the teacher will make sure students answer the essay question correctly in the follow-up activity. The teacher will determine whether discrepancies exist between intended and actual outcomes.
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