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You are here  Home Resources Literature Connections Golden Goblet
Literature Connections
6-8 Core Literature Themes and
Connections
Golden Goblet by Eloise
Jarvis McGraw
This a story about the life of a young Egyptian boy, Ranofer, who lives
with his abusive brother. The boy's dream is to work as a goldsmith,
but his brother forces him into a stonemason apprenticeship. As the
story unfolds, Ranofer gradually unravels his brother's illegal activities,
and proves himself to be a hero.
6th
grade Core Literature
Key Concepts
and Vocabulary Words
heroes, Ancient Egypt, Nile, tomb, ceremony, artifacts, archeology,
oasis, desert, Pharoahs, Heiroglyphics, heiroglyphs, papyrus, Rosetta
Stone
Themes
Heroes, Ancient Egypt, Archeology
English/Language
Arts
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Theme Questions
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Websites |
Extensions/ Activities
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How
did Ranofer live and what choices were available to him, as a
laborer in ancient Egypt?
What were his religious beliefs, and how did they influence his
behavior?
What makes a hero, and was Ranofer a hero?
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Score CyberGuide
on the Golden Goblet
http://www.sdcoe.k12.ca.us/score/gob/gobtg.html
This site created by Denise Hogan provides art, writing, and research
activities based on the novel with a focus on the lives and beliefs
of the ancient Egyptians, a selection of career paths and the
theme of heroes. Denise provides reading levels and feedback on
how these activities worked with her classes
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Suggest using
the activities in the WebQuest that best meet the needs of your
class. Suggest additional websites on heroes:
Heroes of History
http://www.heroesofhistory.com/
Women in World History
http://www.womeninworldhistory.com/heroine.html
or find your own hero at
http://www.myhero.com
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| What
symbols were used for Egyptian writing?
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Mark
Milmore’s Ancient Egypt
http://www.eyelid.co.uk/index.htm
This is a commercial site and complements the CD, but the information
on Heiroglyphics is an excellent resource. |
Students
write their name in heiroglyphics and then send an email to a friend
using the eGlyphs. There is a challenge game on Heiroglyphics in
the British Museum Ancient Egypt site. |
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Language
Arts Content Standards
2,0 Writing Applications
1.2 Create multiple-paragraph expository compositions:
a. Engage the interest of the reader and state a clear purpose.
b. Develop the topic with supporting details and precise verbs,
nouns, and adjectives to paint a visual image in the mind of the
reader.
c. Conclude with a detailed summary linked to the purpose of the
composition.
6th Grade
History/Social Science Content Standards
6.2 Students analyze the geographic, political, economic, religious,
and social structures of the early civilizations of Mesopotamia,
Egypt, and Kush.
9. Trace the evolution of language and its written forms.
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Top
History/Social
Science
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Theme Questions
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Websites |
Extensions/
Activities
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How do the
Egyptians feel about someone who would rob a tomb?
Why were people entombed with artifacts?
Who were the people that were mummified? Why?
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WebQuest on
the Golden Goblet
http://projects.edtech.sandi.net/pershing/thegolden
goblet/t-index.htm
Thie WebQuest by Cheryl Ladley is an interdisciplinary unit on
how Egyptians prepared for the afterlife. There are 4 parts to
the quest where students can work individually and in groups which
involves researching burial ceremonies and students creating their
own burial ceremony.
I Want my Mummy WebQuest
http://home.cfl.rr.com/mrshebert/Mummy/index.htm
This WebQuest by Trish Hebert asks students to work in pairs as
they play roles from a museum or antiquities organization as they
determine what to do with the remains of a mummy.
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View Videos
“Ancient Egypt” from National Geographic
“Mysteries of Egypt” at Chabot Space and Science
Create Chicken Mummies:
http://ousd.k12.ca.us/%7Ewinter/chicken/
mummy/index.html
Julie Winters from OUSD developed this project and her students
showcase the process of making chicken muumies on this site.
Create a documentary video with commercials and news reports of
the time.
Have students create a fun newsletter of Ancient Egypt with recipes,
Dear Hatsepah column
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| Why
was the Nile region the cradle of civilization and the Egyptian
empire?
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Ancient
Egypt
http://www.ancientegypt.co.uk/menu.html
This is an extensive site on Ancient Egypt created by the British
Museum. Information and challenge games (using Shockwave) provide
interactive strategies of learning how Egyptians lived and played. |
Students
create travel brochures that can be posted online about different
regions of the Nile.
View examples of Travel Brochures by Beth Bernard’s class:
http://tlc.ousd.k12.ca.us/cv/projects/
egypt_bernard/index.html |
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6th Grade
History/Social Science Content Standards
6.2 Students analyze the geographic, political, economic, religious,
and social structures of the early civilizations of Mesopotamia,
Egypt, and Kush.
1. Locate
and describe the major river systems and discuss the physical
settings that supported permanent settlement and early civilizations.
3. Understand the relationship between religion and the social
and political order in Mesopotamia and Egypt. .
5. Discuss the main features of Egyptian art and architecture.
6. Describe the role of Egyptian trade in the eastern Mediterranean
and Nile valley.
7. Understand the significance of Queen Hatshepsut and Ramses
the Great.
6th Grade
Science
Investigation and Experimentation
7. Scientific progress is made by asking meaningful questions
and conducting careful investigations. As a basis for understanding
this concept and addressing the content in the other three strands,
students should develop their own questions and perform investigations.
Students will:
a. Develop a hypothesis.
b. Select and use appropriate tools and technology (including
calculators, computers, balances, spring scales, microscopes,
and binoculars) to perform tests, collect data, and display data.
c. Construct appropriate graphs from data and develop qualitative
statements about the relationships between variables.
d. Communicate the steps and results from an investigation in
written reports and oral presentations.
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