Grade Level-Grade 6

Standards

History-Social Sciences

  Lesson Purpose

In 1840 and 1852, two men would visit Africa, in what is now the modern day country of Sudan. Their impressions and ideas would alter the concept of Africans. Karl Richard Lepsius (1810-1884), a German Egyptologist, and an American diplomat, Bayard Taylor (1825-1878), found it inconceivable that a black-skinned race of people could have created the monuments which had been rediscovered by westerners in the 1820's. These two men influence the concept and image of who and what was an "African." This narrow view of history would continue for many years. In this unit we hope to give a variety of perspectives to our students to explore. We would like them to step into the role of historians as they read, discuss, and evaluate different sources and make inferences about this ancient civilization. History is often told by the winners. It can also be told by outsiders who do not have a clear understanding of the culture. It is our hope that as students explore the ancient civilization of Nubia, they will begin to question how history is written and to consider how it might be rewritten.

Length of Lesson-5 class periods

Resources

• Internet Sites (see Student Page)
• History textbooks for grade six
• Ancient Egypt by Arlene E. Wolinski (ISBN -57336-904-7)
• The World of the Pharaohs A complete Guide to Ancient Egypt by Christine Hobson (ISBN 0-500-27560-2)
• The Nubians: People of the Ancient Nile by Robert Steven Bianchi (ISBN 1-56294-356-1)
• Aida by Leontine Price

We would recommend that you open this unit of study using the following four primary source documents as a place to generate discussion and questions. These documents can be studied by groups of students using the steps listed below. For a more extensive coverage of this historical material, visit Fordham University's site at http://www.fordham.edu/halsall/ancient/nubia1.html.  We have modified the information into four documents for easier classroom use.  Document One, Document Two, Document Three, and Document Four may be downloaded and copied.

• Step 1: Give each student one of the four documents. Have students team with someone with the same document. As they read through the document, they should list questions they would need to ask to determine the usefulness of the document. The National Archives has an excellent Written Document Analysis Worksheet students could use for recording their findings.
• Step 2: Have students form new teams. This time they will group with three students who have the other three documents. They should compare their documents and list similarities and difference. A Venn diagram works well for this exercise.

As a whole-class activity, help student to define the project by having them brainstorm the following three questions:

• What do we know?
• What do we need to know?
• Where can we find out what we need to know?

Guiding the Process:

It is important for the students to understand that the success of this multi-tasked project is dependent upon completion of each phase. Therefore, have students conference and complete individual written action plans during their first meeting. (A 3-column chart with the following headings: Task/Person Responsible/Due Date may be of help.) It is crucial that they understand the need for starting each class period in an organized fashion with a defined purpose for that day.

Hold daily briefings with each group. This will allow you to monitor their progress, guide their efforts, verify individuals' efforts and add whatever other help may be needed.

Final Project Contest:

Treat this project as a real event. As a class, decide upon your criteria for the winning entry and who will do the judging. We would enjoy receiving digital photos of your class's winning entry (no student faces or names, please).  Let us know if we have permission to post it on this site. We would like to know how things go for you, if we can be of any help, and if you have any ideas that would enhance this lesson. contact Gail Desler and Cathie Conforti <cconforti@busd.edcoe.k12.ca.us>

Adaptations for Special Needs Students:Since this project involves research, writing and layout, teachers may wish to assign the tasks within groups so that each student can both work to a strength and develop an area in which he or she is not yet strong. Students with limited skills might be encouraged to use only one website as a resource, so they can spend more time with writing and creating the displays.

Adaptations for Extension Activities:

Who keeps the artifacts? Historically, archeologists from other countries have taken "home" the goodies. Is this right? Where do artifacts belong? Again, the idea of the story being told by the winners, corresponds to the idea of "finders/keepers". Who does have the right to keep the artifacts? Who do they belong to and why? Have students divide into teams to debate this issue. They should find websites where there are exhibitions, and artifacts on display. Where are these museums? Are they being shared by the country that they originally came from? Do other countries take care of the artifacts and share them in a way that may be more accessible to a greater number of people? There are several angles students may take on this issue. Structure this activity as a formal debate or have mini group projects covering the point of view.