Transcript Standards We Will Be Learning - Turner School District USD #202

Ancient Egypt
Standards We Will Be Learning:
-Examines a topic in World history to analyze changes over time and makes logical
inferences concerning cause-and-effect (spread of ideas and innovations, rise & fall of empires).
-Identifies and describes the location, landscape, climate, and resources of early world
civilizations (Egypt)
-Identifies the basic features of systems of government (republic, democracy, monarchy, dictatorship, oligarchy,
theocracy)
Lesson 1
The Gift of the Nile
Lesson Objectives
1. Evaluate the impact of the Nile River on life in ancient Egypt.
2. Analyze the relationship between nature and the religion
of the ancient Egyptians.
3. Examine how the people of Upper and Lower Egypt were
in conflict and then unified.
116 – The Importance of the Nile
The Nile was a
source of water,
transportation &
fertile soil for crops
(Kemet Soil)
118 – A Source of New Ideas
118 – Predict – To tell ahead of time.
118 – Inundation – Yearly flooding.
118 – Egyptians came up with the 365
day calendar because of their prediction
of inundation.
Begins
around
June 20
Nile
Floods
Planting
&
Growing
of Crops
Gather
Crops
119 - A Source of Religion
119 – Deities – gods.
119 – Afterlife – Life after death.
120 – Mummy – Preserved body.
119 – The Egyptians believed in many
deities, many tied to acts of nature.
120 - A Source of Unity
120 – Cataracts – Waterfalls
120 – Nation-State – A region with a united
group of people and a single government
121 – Dynasty – A series of rulers from the same
family.
120 – An By about 3100 B.C. Upper
and Lower Egypt formed the first
nation-state in the world.
Lesson 1 Review
DC: How do you think the Nile River affected the
uniting of Upper and Lower Egypt?
2. Use the terms nation-state and dynasty in a
sentence describing Egyptian civilization.
3. When were Upper and Lower Egypt united?
5. Why do you think settlements developed along
the Nile despite the danger of floods?
The Dynasties of Ancient Egypt
Lesson 2
Objectives To Be Learned
1. Examine the technologies innovations of early ancient Egypt
2. Explore the innovations of the Old Kingdom (Age of the Pyramids), territorial
expansion of the Middle Kingdom, and dominant power of the new Kingdom.
Lesson 2
122 – The Early Period
122 – Hieroglyphics – Writing that uses pictures
to stand for sounds, words, or ideas.
122 – Papyrus – A paper like material they made
from the papyrus plants of the Nile Valley.
122 – New farming & writing methods marked
ancient Egypt’s early period. It helped make
communication better and helped make the
united government possible.
123 – The Old Kingdom
123 – Pyramid – A stone structure having a
square base and triangle sides that come to a
point at the top and used as a burial place for a
dead ruler.
124 – Prosperity – Economic success.
Known as the age of the pyramids. Lots of
pyramids were built for Egyptian rulers to be
buried in.
124 – The Middle Kingdom
125 – Vizier – Chief adviser.
125 – Heir – A person who has the right to another
person’s property or title when they die.
125 – Annex – Add on.
126 – Nomes – Governors who ruled Egypt’s
districts.
Ancient Egypt acquired more territory
during this period.
124 – The New Kingdom
126 – Pharaoh – A ruler of Ancient Egypt.
Ancient Egypt became the
worlds strongest power.
Lesson 3
Nubia & Kush
Lesson Objectives:
1. Examine why Nubia became an important trading center.
2. Explore the influences Egypt and Nubia had upon each other.
3. Analyze the changes brought about by Kushite rule of Egypt.
4. Investigate the impact of the Kushites’ trading network.
132 – Early People in Nubia
132 – Ceramic – baked clay.
133 – Trade routes – Waterways, paths & trails traders
used to move goods for exchange from one place to
another.
133 – mineral – A natural resource found in rocks.
133 – Obelisk – A tall, slender stone pillar with 4 sides
and a pointed top.
Nubian culture began as early as the 7000s
B.C. along the upper Nile valley.
134 – Freedom & Reconquest
134 – Independence – the freedom to
govern themselves.
134 – Ally – Supporter.
Northern Nubia was conquered by the
Egyptians after 2000 B.C., and other
Nubians established the Kush kingdom in
the south.
How did independence affect
the Kushites in the 1600s B.C.?
Give examples
Q:
A:
Q:
A:
Their civilization thrived, as shown
by the king’s treasures. They also
gained territory.
Why did the Kushites later
adopt Egyptian ways of life?
They were conquered by the
Egyptians in the 1500s B.C.
135 – Conquest of Egypt
In the 1600s B.C., the Kush kingdom
flourished, but in the 1500’s B.C. Egyptians
ruled parts of Kush
New temples
built
Scribes
Copied ancient
writing
Cultural
Changes
Kushite
History
Recorded
Return of
religious
ceremonies
136 – The Kushites
136 – Trading Network – A system in which
buyers and sellers from different places can
exchange goods.
137 – Deciphered – Determined the meaning of.
The Kushite capital moved to the trading center of
Meroe after 671 B.C.
Study Question
Answer
Why was Nubia an
ideal trading center?
It was located
between Egypt &
Central Africa
How did kings’ burials
in Kerma demonstrate
wealth?
They were buried in a
gold-covered funeral bed,
surrounded by treasures.
How were the
Kushites able to
capture Egypt?
How did Meroe
become wealthy?
Egypt was in a time of
disorder.
Its merchants set up a
trading network.