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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

Heroes, Ancient Egypt, Archeology


English/Language Arts

Theme Questions


Extensions/ Activities

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?

Score CyberGuide on the Golden Goblet
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

Suggest using the activities in the WebQuest that best meet the needs of your class. Suggest additional websites on heroes:
Heroes of History
Women in World History
or find your own hero at

What symbols were used for Egyptian writing?


Mark Milmore’s Ancient Egypt
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.

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.


History/Social Science

Theme Questions


Extensions/ Activities

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?

WebQuest on the Golden Goblet 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
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.

View Videos
“Ancient Egypt” from National Geographic
“Mysteries of Egypt” at Chabot Space and Science
Create Chicken Mummies: 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

Why was the Nile region the cradle of civilization and the Egyptian empire?


Ancient Egypt
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: egypt_bernard/index.html

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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