Transcript Ancient Egypt

Ancient Egypt
6th Grade
Colorado University
Mrs. Anker
4-1: The Nile River
Valley
Anticipatory Set
• A Greek historian once
called Egypt “the gift of
the Nile.” The people of
ancient Egypt would
have agreed. All life in
Egypt depended on this
river.
• What do we depend on
in the United States?
Standards
• H-SS 6.2.1 Locate and describe the major river
systems and discuss the physical settings that
supported permanent settlement and early
civilizations.
• E-LA Reading 6.1.4 Monitor expository text for
unknown words or words with novel meanings
by using word, sentence, and paragraph clues
to determine meaning.
Objective
• You will follow the journey of the Nile from its
source to the sea.
• You will also see how the Nile supported
permanent settlements in the middle of a
desert.
Language of the Discipline
• cataract
• interior
• delta
• double-crop
• Menes
The ‘Gift of the Gods’
The ‘Gift of the Gods’
• The Nile River was the lifeblood of
Egyptians
The ‘Gift of the Gods’
• The Nile River was the lifeblood of
Egyptians
• The Nile River is the longest river –
3500 miles
The ‘Gift of the Gods’
• The Nile River was the lifeblood of
Egyptians
• The Nile River is the longest river –
3500 miles
• Unique because it flows from South to
North
The ‘Gift of the Gods’
• The Nile River was the lifeblood of
Egyptians
• The Nile River is the longest river –
3500 miles
• Unique because it flows from South to
North
• Unique features
• White Nile and Blue Nile
Two Separate Lands
Two Separate Lands
• Upper Egypt
• Upstream from the Mediterranean Sea
Two Separate Lands
• Upper Egypt
• Upstream from the Mediterranean Sea
• Lower Egypt
• Right below the Mediterranean Sea
Two Separate Lands
• Upper Egypt
• Upstream from the Mediterranean Sea
• Lower Egypt
• Right below the Mediterranean Sea
• Black Land
• Fertile soil used for farming
Two Separate Lands
• Upper Egypt
• Upstream from the Mediterranean Sea
• Lower Egypt
• Right below the Mediterranean Sea
• Black Land
• Fertile soil used for farming
• Red Land
• Dry, unusable land
Check for Understanding
• Please determine the BEST answer for the
following question.
• Please write your answer on your white
boards and wait for the teacher’s signal.
• On the teacher’s signal, hold up your white
boards.
Checking for
Understanding
•A __________ is an area of soil
deposited at the mouth of a river
•Answer
• Delta
Checking for
Understanding
•What does it mean to double-crop?
•Answer
• Farmers could raise two crops on the
same land within a year
Checking for
Understanding
•Why was King Menes so important?
•Answer
• He united the upper and lower
kingdoms under one ruler
Guided
Practice/Independent
Practice
• Guided Practice
• Complete questions 1 - 2 on the reading comprehension
worksheet.
• Raise your hand and wait to get stamped.
• If you received an “R” go to the back table with Ms.
Graham.
• Independent Practice
• Once you have been stamped moved to independent
practice and complete numbers 3 and 4 on the reading
comprehension worksheet.
• Homework
• Note-taking guide on the reverse side.
Ancient Egypt
6th Grade
Colorado University
Mrs. Anker
4-2: Egypt Under
the Pharaohs
Anticipatory Set
• You have read about leaders with armies
strong enough to conquer Mesopotamia’s citystates. But the leaders were not able to unite
those city-states into a lasting empire.
• What unites the students and the teachers
here at OPA?
Standards
• H-SS 6.2.3Understand the relationship
between religion and the social and political
order in Mesopotamia and Egypt.
• H-SS 6.2.7Understand the significance of
Queen Hatshepsut and Ramses the Great.
• E-LA Reading 6.1.4 Monitor expository text for
unknown words or words with novel meanings
by using word, sentence, and paragraph clues
to determine meaning.
Objective
•You will see how the rulers who
united Egypt solved a similar
problem.
Language of the Discipline
• authority
• pharaoh
• ritual
• artisan
• Hatshepsut
• Ramses II
Egyptian Rule
Egyptian Rule
• Early Egyptian civilization lasted longer
than any other society in the region
Egyptian Rule
• Early Egyptian civilization lasted longer
than any other society in the region
• 25 dynasties from old, middle, and
new kingdoms
• Under the Kush kingdom, the 25th
dynasty was established
The God-King
The God-King
• Pharaohs based authority on religion
• Believed in life after death
The God-King
• Pharaohs based authority on religion
• Believed in life after death
• Pharaohs also provided a government
• Social order/ classes were established
The God-King
• Pharaohs based authority on religion
• Believed in life after death
• Pharaohs also provided a government
• Social order/ classes were established
• Queen Hatshepsut
• Expanded through trade
The God-King
• Pharaohs based authority on religion
• Believed in life after death
• Pharaohs also provided a government
• Social order/ classes were established
• Queen Hatshepsut
• Expanded through trade
• Ramses II
• Expanded through war
Check for Understanding
• Please determine the BEST answer for the
following question.
• Please write your answer on your white
boards and wait for the teacher’s signal.
• On the teacher’s signal, hold up your white
boards.
Checking for
Understanding
•_______________ are skilled
workers who practice a trait or
handicraft
•Answer
• Artisans
Checking for
Understanding
•What did the Egyptians believe their
gods did?
•Answer
• The Egyptians believed their gods
controlled everything that happened
on Earth.
Checking for
Understanding
• Write down the Egyptian social order
from highest to lowest
• Answer
• Pharaoh
• Nobles, priests, and officials
• Scribes
• Merchants and artisans
• Farmers, servants, and slaves
Guided
Practice/Independent
Practice
• Guided Practice
• Complete questions 1 - 2 on the reading comprehension
worksheet.
• Raise your hand and wait to get stamped.
• If you received an “R” go to the back table with Ms.
Graham.
• Independent Practice
• Once you have been stamped moved to independent
practice and complete numbers 3 and 4 on the reading
comprehension worksheet.
• Homework
• Note-taking guide on the reverse side.
Ancient Egypt
6th Grade
Louisiana State University
Ms. Graham
4-3: Egypt and
Nubia
Anticipatory Set
• What does it mean
to trade?
• What products do
you believe we trade
in the United States
with other
countries?
Standards
• H-SS 6.2.6Describe the role of Egyptian trade
in the eastern Mediterranean and Nile valley.
• H-SS 6.2.8Identify the location of the Kush
civilization and describe its political,
commercial, and cultural relations with Egypt.
• E-LA Reading 6.1.4 Monitor expository text for
unknown words or words with novel meanings
by using word, sentence, and paragraph clues
to determine meaning.
Objective
• You will read about the Kush, or Nubian,
civilization.
• You will also learn about the relationship
between Nubia and its neighbor, Egypt.
Language of the Discipline
• commerce
• luxury goods
• expedition
• Snefru
• tribute
• Piye
Trade
Trade
• Trade brought Egypt and Nubia together
• All goods brought into Egypt belonged to
the Pharaoh
Trade
• Trade brought Egypt and Nubia together
• All goods brought into Egypt belonged to
the Pharaoh
• Trade within Egypt by using the Nile
River
• Nubia a.k.a. Kush
• People known as Nubians
Kush and Egypt
Kush and Egypt
• In 700 BC Kush conquered Thebes – a
town in Egypt
Kush and Egypt
• In 700 BC Kush conquered Thebes – a
town in Egypt
• Kush ruled Egypt for almost 100 years
• Encouraged trade with other civilizations
Kush and Egypt
• In 700 BC Kush conquered Thebes – a
town in Egypt
• Kush ruled Egypt for almost 100 years
• Encouraged trade with other civilizations
• Kush or Nubians lost their reign to
Assyrians in 663 BC
Check for Understanding
• Please determine the BEST answer for the
following question.
• Please write your answer on your white
boards and wait for the teacher’s signal.
• On the teacher’s signal, hold up your white
boards.
Checking for
Understanding
•________________ were goods that
were not needed, but made life
more enjoyable in some way.
•Answer
• Luxury goods
Checking for
Understanding
•Why did Egypt want to control most
of Nubia?
•Answer
• Egypt wanted to control Nubia to
protect trade
Checking for
Understanding
•When Kush broke away from Egypt,
what ended up happening?
•Answer
• Kush ended up conquering Egypt
Guided
Practice/Independent
Practice
• Guided Practice
• Complete questions 1 - 2 on the reading comprehension
worksheet.
• Raise your hand and wait to get stamped.
• If you received an “R” go to the back table with Ms.
Graham.
• Independent Practice
• Once you have been stamped moved to independent
practice and complete numbers 3 and 4 on the reading
comprehension worksheet.
• Homework
• Note-taking guide on the reverse side.
4-4: Life and Death
in Ancient Egypt
Anticipatory Set
• Like other early
civilizations, the
Egyptians had an
established religion.
Egyptian religious
beliefs affected how
people behaved in life.
Those same beliefs had
a powerful impact on
how the Egyptians
viewed death.
Standards
• H-SS6.2.3Understand the relationship between
religion and the social and political order in
Mesopotamia and Egypt.
• E-LA Reading 6.1.4 Monitor expository text for
unknown words or words with novel meanings
by using word, sentence, and paragraph clues
to determine meaning.
Objective
•You will read about the Egyptians’
religious beliefs. You will also learn
about the daily life of the Egyptian
people.
Language of the Discipline
• underworld
• afterlife
• mummy
Pharaohs
Pharaohs
• Pharaohs were seen as royalty and
divinities
Pharaohs
• Pharaohs were seen as royalty and
divinities
• Link between the land, the people, and the
deities (gods)
Pharaohs
• Pharaohs were seen as royalty and
divinities
• Link between the land, the people, and the
deities (gods)
• Many pharaohs were buried in the Valley
of the Kings
• Tombs were filled with golden riches
Check for Understanding
• Please determine the BEST answer for the
following question.
• Please write your answer on your white
boards and wait for the teacher’s signal.
• On the teacher’s signal, hold up your white
boards.
Checking for
Understanding
•A ____________is a body preserved
by a special process.
•Answer
• Mummy
Checking for
Understanding
•How did Egyptians prepare for the
afterlife?
•Answer
• They lived well
• They had their bodies preserved for
life after death
Checking for
Understanding
•What were Egyptian homes
designed for?
•Answer
• They were designed to help people
stay cool in the desert seat
Guided
Practice/Independent
Practice
• Guided Practice
• Complete questions 1 - 2 on the reading comprehension
worksheet.
• Raise your hand and wait to get stamped.
• If you received an “R” go to the back table with Ms.
Graham.
• Independent Practice
• Once you have been stamped moved to independent
practice and complete numbers 3 and 4 on the reading
comprehension worksheet.
• Homework
• Note-taking guide on the reverse side.
Ancient Egypt
6th Grade
Louisiana State University
Ms. Graham
4-5: Art,
Architecture, and
Learning in Egypt
Anticipatory Set
• For 3,000 years, the
Egyptian civilization
was admired
throughout the
ancient world for its
power and wealth.
• What do you believe
is valued in
California?
Standards
• H-SS6.2.5Discuss the main features of Egyptian
art and architecture.
• H-SS6.2.9Trace the evolution of language
and its written forms.
• E-LA Reading 6.1.4 Monitor expository text for
unknown words or words with novel meanings
by using word, sentence, and paragraph clues
to determine meaning.
Objective
•You will learn how this civilization
also produced great buildings, art,
and learning.
Language of the Discipline
• Imhotep
• sculpture
• anatomy
• papyrus
Science and technology
Science and technology
• Developed a form of writing – pictures
• Used to keep important records
Science and technology
• Developed a form of writing – pictures
• Used to keep important records
• Physicians diagnosed illnesses
• Found cures and mummification
Science and technology
• Developed a form of writing – pictures
• Used to keep important records
• Physicians diagnosed illnesses
• Found cures and mummification
• Astronomers
• Mapped constellations and charted
movement of planets
Mathematics and Arts
Mathematics and Arts
• Developed practical geometry to survey
the land
Mathematics and Arts
• Developed practical geometry to survey
the land
• Engineers used geometry to calculate the
size and location for each stoe in the
pyramids
Mathematics and Arts
• Developed practical geometry to survey
the land
• Engineers used geometry to calculate the
size and location for each stoe in the
pyramids
• Arts
• Statues, wall paintings in tombs, and carvings
in temples
Check for Understanding
• Please determine the BEST answer for the
following question.
• Please write your answer on your white
boards and wait for the teacher’s signal.
• On the teacher’s signal, hold up your white
boards.
Checking for
Understanding
•__________________ was an
architect who designed a new tomb
for his pharaoh with six stone
mounds, one on top of the other.
•Answer
• Imhotep
Checking for
Understanding
•How do we know about life in
Egypt?
•Answer
• We know about life in Egypt because
of paintings on the walls of the tombs
Checking for
Understanding
•What contributions did Egyptians
make to technology?
•Answer
• Accurate calendar
• Created a writing system
• Invented the world’s first paper
Guided
Practice/Independent
Practice
• Guided Practice
• Complete questions 1 - 2 on the reading comprehension
worksheet.
• Raise your hand and wait to get stamped.
• If you received an “R” go to the back table with Ms.
Graham.
• Independent Practice
• Once you have been stamped moved to independent
practice and complete numbers 3 and 4 on the reading
comprehension worksheet.
• Homework
• Note-taking guide on the reverse side.