Lesson Plan

Lesson 3: Nubia/Kush and Lower Egypt; A Compare and Contrast

Students will engage in an interacite exploration of the similaritites and differences between the ancient civilizations of Nubia/Kush and Lower Egypt.
Emily W.
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My Subjects Social Studies

1. Students will be able to demonstrate the political and social structures of Nubia and Kush through multiple means; visually, metaphorically, and/or with textual evidence. 2. Students will be able to compare and contrast the civilizations of Nubia/Kush and Lower Egypt in terms of political and social differences and similarities in relation to other ancient Empires.


Social Studies
cultural understanding
global awareness
historical figures
power structures
the economy
Grades 5 - 8
All Notes
Teacher Notes
Student Notes

1 Hook/Attention Getter

Activity: Conversing

Reiterate some the most essential elements of this lesson by clarifying definitions, answering questions, and making connections before continuing on to the lecture: Geography, Upper and Lower Egypt, Modern Political Boundaries, Conflict, Unification and Pharaoh.


2 Direct Instruction

Free, Paid

In one class period, give a lecture style presentation of the Kingdom of Nubia/Kush. Keep new information to around 7 key concepts as this has been shown to be the maximum amount of information students can digest in one sitting. Use pictorial elements, minimal text, and an engaging presentation method that requires student participation, specific examples, and relevance to modern society. This information should be centered around the geography of Nubia/Kush that made it difficult to travel to Lower Egypt (multiple cataracts in the Nile River) and made it cultural different. The similarities and differences between Nubia/Kush and Lower Egypt (culturally, technologically, and politically). Finally, this presentation should discuss the conquering of Lower Egypt, why it occurred, and how life changed for both Kingdoms after this conquering.

Student Instructions

Throughout this presentation, the instructor should model a note-taking method on the white board. Students should be closely monitored to be taking notes and note-taking guides can be administered to struggling students. The instructor should explicitly explain their note-taking methods while modelling.

3 Independent Practice

The following class period, explain to students they will be creating a flipbook online with a flipbook creator.

Student Instructions

They will be expected to create a story about a Nubian/Kushite kid (around their own age) who travels north to Lower Egypt. They are expected to create a story that incorporates at least 8 “flip” pages and has identifiable characters, a plot, a climax, a resolution, and specific references to elements of Nubian/Kushite culture, why the main character is traveling North with historical justification, and an encounter with a Lower Egyptian that demonstrates an understanding of their perception of being conquered.

4 Wrap-Up

Activity: Assessing

Come together for a brief synthesis of the information they compiled, explain some elements of their stories, and some of the key themes to understanding Nubia/Kush (geography of Nubia/Kush that made it difficult to travel to Lower Egypt, similarities and differences between Nubia/Kush and Lower Egypt, and the conquering of Lower Egypt). Discuss any lingering questions. Make sure all student flipbooks have been successfully submitted as they will be used for a formative assessment.