Transcript Ancient Egypt

Ancient Egypt
Lessons 3-4
The Big Picture
• Egyptians weren’t the only culture developing
and growing. Europe developed islands and
peninsulas in the north, Africa learned to survive
in the desert of the Sahara to the west, Asia
formed communities in what is now known as:
Israel, Jordan, Lebanon, Syria, and Iraq in the
east, and to the south- kingdoms of Nubia were
thriving due to gold mines and trade networks.
Why did this type of movement shape
development in these cultures? You have 5-7
seconds to come up with an answer.
Egypt and Other Cultures
European
development
Africans in
the Saraha
Egypt
Kingdoms of
Nubia
Asian growth
The Big Picture cont.
• Answer: each culture had different resources,
products, and ideas to exchange. Each area had
an effect on each other.
•
Look at R10 to
•
to see these
•
areas.
• Refer to pgs. R36-R37. Notice what is happening
in other areas during the same time period.
New Rulers in Egypt
With the fall of the
Old Kingdom, we
enter a time
period from 2100
B.C.-1700B.C. –the
Middle Kingdom.
Pharaoh’s armies
conquered Nubia
for their gold
mines. Nub means
gold.
New Kingdom
As Egyptian trade
increased
• People began moving into
the delta region.
• They were called the
Hyksos (rulers of hill-lands)
By 1650 B.C. the
Hyksos became
strong enough to
challenge
Pharaoh
Pharaoh Ahmose
learned from their
defeat and from
their capital city of
Thebes, they went
back to war.
• The Hyksos fought Egypt for
100 years for the Lower
Egypt area.
• They used horses, chariots,
bronze weapons to defeat
Egypt.
• In 1550B.C., the Egyptians
took back the delta using the
same materials they Hyksos
used on them.
• Pharaoh Ahmose vowed to
have the most powerful
military power in the world.
The New Kingdom
Expansion and Trade
Egypt regained lands lost in
war- Nubia(won independence,
but was overtaken again.
The armies marched northeast
and took over the land that is
now Israel- even going as far as
the Euphrates River.
Egypt
During the New Kingdom, Egypt
became an Empire- which is a
group of lands and peoples
ruled by one government.
Egypt’s economy no longer
revolved on farming. Why? You
have 5-7 seconds to discuss
why it didn’t.
New Kingdom
• Answer: The Egyptian empire now had other
valuable resources from conquered lands.
• Complete the mapwork on page 86 and make
sure you mark the trade routes and kingdom
area in different colors.
• As a class, we will read the section called:
Across Land and Sea.
New Kingdom
• At your table, create a list of items that the
Egyptians were able to bring back to their
empire from these other areas.
• Why was the kingdom of Kush so important?
• How did this increase benefit Egypt?
Hatshepsut
Foremost (first) of the Noble Ladies
• She was a princess and wife of a pharaoh.
Became a co-ruler with her 10 year old
stepson.
• Organized the biggest trading expedition
• of her career.
• Expedition is a group of people who go on a
trip for a set reason.
• It was a huge success. Let’s read about it on
page 87.
Moving Ideas
Medicine in Egypt
Math and Science
Egyptian doctors were priests who
learned medicine in temple schools
They too were priests who knew a great
deal about math.
Scribes wrote down different illnesses and They developed mathematical rules for
how to treat them- first medical textbooks building pyramids.
Some treatment are still used today:
chamomile tea cures upset stomachs,
moldy bread was put on wounds
(antibiotics)
Developed an understanding of the
planets without a telescope and identified
five of our planets (the starts that know
no rest)
They knew how to stitch up cuts and set
broken bones.
They understood eclipses was a meeting
of the moon and the sun.
They were able to measure heartbeats to Developed the calendar and the scale
see if it was beating too fast or too slowly. system.
Daily Life in Ancient Egypt
• As the armies and trade travelers increased in
power, the cities were kept alive by the
farmers and trades people. They spent their
time growing the food for the people of the
city, weavers made the clothes, and
woodworkers created items people used
everyday.
A Social Pyramid
• A person’s place in society depended on what
they did for a living.
Pharaoh
Government Officials*
Nubian and Egyptian Soldiers
Syrian, Nubian, and Egyptian Craftworkers
Slaves- Nubian, Asian, Syrians
*Syrian princes joined the ranks in government
Social Pyramid
• Draw the illustration on page 95 and label each
class on your paper.
• Answer these questions:
• What were the two most numerous groups of
people in Egyptian society?
• Who were the least numerous?
• Who were the middle class?
• Which groups would not be found in our society?
Farm Life
• Farmers worked on farms owned by wealthy
Egyptian landowners. The workers on a farm did
more than just grow crops.
• The jobs included: Farmers-crops Fisherman- fish
from Nile Herders –for cattle and goats
• Bakers- ground wheat and made breads
• Brewers- beer Brickmakers- shaped bricks from river
mud for worker’s houses
Farm Life
• Planting and harvesting was a busy time for the
farmers and their families. Everyone in the family
worked the farm. Farmers planted, dug canals,
built temples and tombs for the pharaohs when
called upon.
• During harvest- all family members went out to
harvest the grain. Read along on pg. 96. *As a
group, create a tune to go along with the lyrics on
pg. 96.
• After harvest, the scribes measured and took
away the harvest that belonged to pharaoh.
City Life
• City life was just as busy. Many shopkeepers
lived in the house where their businesses
were.
• Everyday women hauled water from the river
and baked bread.
• They would go to market to buy from the linen
maker, farmer, toolmaker, meat seller, and
fishmonger.
Children of Egypt
• Egyptian children were much like children
today. They played games, played with dolls,
dogs, wrestle, and run. However, how much
they were able to play depended on where in
society they were. What do you think that
means? You have 3-5 seconds to talk with
your table and come up with an answer.
Children of Egypt
• Farmer’s children had to work in the fields.
• They had to harvest, scatter seeds during planting, haul
water, and feed animals.
• Craft-worker children had to learn the family business
at age 5.
• Potter’s children also learned at an early age.
• Girls began learning to weave at age 12 and could last
up to five years.
• Sons of government officials became young assistants.
• Sons of scribes began learning their work at age 10.
End of the New Kingdom
• By 1100B.C., new armies from the west and
northeast began to overpower the Empire and
eventually caused the collapse of the richest
civilizations in history.