Ancient Egypt Unit

Grade: Third Unit Title: Ancient Egypt Course/Subject: History, Geography, and Language Arts Approximate Time Required:

1. Main Purpose: The main purpose of this unit is to understand contributions to current world, understand culture other than United States culture, and to understand things in Ancient Egypt that still exists today. Further, students will continue to develop skills in geography by locating Ancient Egypt on a map and understanding the important geographical sites in Ancient Egypt. Lastly, students will be able to define vocabulary related to Ancient Egypt. 2. Behavioral Objectives: I. History A. Student will be able to explain how the contributions of Ancient Egypt have influenced the present world in terms of architecture, government, and culture. II. Geography A. Student will be able to locate Ancient Egypt and present day Egypt on a map. B. Student will be able to locate important geographical sites in Ancient Egypt on a map.

III.

Language Arts A. Student will be able to use vocabulary related to content areas of instruction.

3. Content Outline: I. History A. Student will be able to explain how the contributions of Ancient Egypt have influenced the present world in terms of architecture, government, and culture. 1) Government a) Pharaoh - "great house i) Leader/King of Egypt a. Law-Giver b. Administrator c. Priest d. Skilled Warrior His duty was to protect his people against their enemies and provide protection for his kingdom ii) Position inherited passed down to eldest son of kings chief wife a. If no son eldest daughter became queen.

Halshepsut Nefertiti Teti-sheri Cleopatra

iii) Considered a god iv) Raised to be a king at a young age v) Many wives main wife was named Great Chiefs Wife vi) Married inside of family vii) Employed large amounts of officials and administrators a. Viziers Helped king govern Egypt Acted as mayors, tax collectors Judges Controlled temple treasures

b. Treasurer c. Army Commander viii) Regular Day a. Began early b. Dressed by his servants

Dressed with: Flail, the crook, and the nemes head-dress Symbols of royalty

c. Ritual in the temple burned incense as offering to gods. Done to win favour of gods so Egypt would prosper d. Would listen to problems of the government e. Inspected work on temples and pyramids f. Hunting and played games b) Egypt divided in provinces i) 42 provinces nomes ii) Each governed by a nomarch c) Taxes i) Corve a. This tax was paid by volunteering to work or by joining the armed forces ii) Collected from farmers a. In form of crops iii) Collected from skilled workers

a. In form of goods they made b. In form of skills they could offer d) Military Army i) Began small but started to grow as Egypt ventured outside of their country ii) Conquered other countries (causing army to grow) iii) Used chariots, leather armor covers with metal scales, and horses. a. Bows and arrows b. Daggers c. Curved scimitars d. Spears and shields e) Military Navy i) Galleys long ships a. Powered by oarsmen 2) Architecture a) Homes were built with bricks of dried mud from the Nile River i) Straw and pebbles were mixed into the mud to strengthen the bricks ii) Mud was poured into wooden frames iii) Bricks were left in the sun to dry

iv) Beams were made by mixing mud with strips of linen v) Walls were covered with plaster and insides were painted vi) Floors were made of mud plaster and covered with a hard layer of gypsum a. Floors were raised to keep snakes out vii) Roof was covered with timber a. Matting was laid on wood and topped with thick slabs of mud plaster b) Huts i) Poor Egyptians a. One-Room ii) Middle-Class Egyptians a. Two to Three-Rooms iii) Alluvium c) Villa i) Wealthy Egyptians ii) 70 rooms iii) One story high iv) Only one entrance

v) Grills acted like windows and provided ventilation and light. vi) Surrounded by plain, square walls that were whitewashed or painted in light pastel vii) In the center of the house was a combined living room and bedroom d) Pyramids 3) Culture a) Clothes/Fashion i) Personal Grooming a. No soap so they used: Oils Cleansing creams Body Scrubs Water purified with salt

b. Cosmetics Men and Women used eye paint A black powder called kohl that outlined their eyes to make them mysterious

Women wore a red powder called ochre on cheeks and lips

Nails were brightly painted Hair was often dyed Special mudpacks were used to remove facial wrinkles and blemishes

ii) Flax a. White linen b. Men Early Egyptian men wore short kilts Later Egyptian men wore long tunic-like robes c. Women Early Egyptian women wore sheath-like dresses that hung to the floor leaving the tops bare Later Egyptian women wore close-fitting dresses with elaborate pleats

d. Linen was adorned with brightly colored jewelry or wide floral collars e. Children and Servants Went around naked except for earrings or amulets iii) Sandals a. Made from papyrus and other reeds b. Only worn occasionally, most went barefoot c. Were worn at all levels of society iv) Jewelry a. Gold Easily molded and beaten into shape, easily. b. Precious Stones v) Hair Men a. Very short or shaven completely b. Clean shaven bodies vi) Hair Women a. Decorative Wigs Carnelian Feldspar Amethyst

Beads Metals Ribbons Tiaras Perfume Cones

vii) Hair Children a. The side-lock of youth b) Family life i) Family relationships and good character were very important ii) Father is head of household a. Upon his death, the oldest son became head of the household iii) Women had almost as many rights as men a. Could: own their own land b. Buy and sell goods c. Write their own will d. Divorce their husbands iv) Children a. Played with toys Dolls Leather balls Board games using dice

Pets Cats Dogs Monkeys Baboons Birds

b. Never went to school c. Boys Upper-Class: went to school to become scribes Lower and Middle-Class: As soon as they were old enough, they went to work with their father. Trained in their fathers trade or became farmers Some placed with master craftsmen d. Girls Upper-Class: went to school to become scribes

Lower and Middle-Class: learned how to run a house Trained by mother Taught: cooking, sewing and other skills

v) Leisure Activities a. Hunting b. Fishing c. Swimming in Nile d. Sailing boats in Nile e. Wrestling f. Board games and games of skill or chance g. Religious processions and military parades h. Feasts and banquets Music Dancing Acrobats Jugglers HUGE amounts of food and wine

c) Food i) Healthy Diet a. Variety of Vegetables Onions, leeks, beans, garlic, lentils, chick peas, radishes, spinach, turnips, carrots, lettuce and cucumbers b. Fruits Grapes, figs, dates, pomegranates, melons, and apples c. Meats Beef, antelope, gazelle, poultry, and fish ii) Nile River iii) Bread a. Was made from scratch b. Women made it c. Very tedious job d. Took a lot of time iv) Beer a. Was made from scratch by women

b. Had to make bread first then crumble bread and mix with water and left to ferment v) Average Egyptian ate three meals a day a. Royal household ate five meals a day vi) Food was eaten with fingers a. In rich houses servants would walk around with scented water and a napkin to wash hands d) Work i) Nile River/ Valley a. Agriculture was chief industry as a result of the Nile Valley being so fertile b. Canals were built to carry water c. Crops could grow year round because of irrigation from the Nile d. Inundation happened in July and ended in November ii) Scribes a. Children were trained young b. Scribe schools were run by the kings palace

c. Students day was spent copying literature, letters and business accounts, taking dictation and chanting texts out loud d. Were taught mathematics e. Teachers were very strict and often beat student to make them do better f. All writing was done on papyrus Worlds first paper like material g. Brushes were made of reeds ends were softened and sharpened h. Ink was made from mixing water and soot iii) Farmers a. Most Egyptians b. Worked on large estates belonging to royal family, the temples, or wealthy landowners c. Received crops as payment d. Some could rent fields and grow their own food

e. During inundation they worked for the king on projects that he wanted built f. Harvested crops in March iv) Craftsmen a. Carpenters b. Pottery makers c. Mainly employed by the king d. Built temples, tombs, pyramids and monuments e. Craftsmens son was expected to follow his fathers footsteps f. Produced manufactured products: Clothing Pottery Bricks Tools Glass Weapons Furniture Jewelry Perfume Rope

Baskets Mats Sheets of writing material

v) Many other jobs were available by government officials or the temples a. Architects b. Stonemasons c. Decorators d. Engineers e. Artists/Sculptors/Painters f. Shoemakers g. Musicians h. Bakers i. Butchers j. Teachers k. Accountants l. Butlers e) Religion i) Worshiped many Gods a. Amon-Ra: Sun God b. Amun: King of Gods c. Anubis: God of Mummification

d. Bast: Goddess of Protection and of Household e. Geb: Earth God f. Hathor: Goddess of Love g. Sekmet: Goddess of War and Battle h. Horus: God of Pharaoh i. Sobek: God of Nile f) Mummification i) Egyptians began making plans for death before death ii) Pharaohs had a tomb built for them a. Royalty and important people guaranteed a place in kings tomb iii) Three Different Methods used: a. Cheapest Method Organs were not removed Stomach and intestines were cleaned with fluids Body covered with natron and other chemicals Left to cure for 70 days

b. Medium-Priced Method Organs were not removed

Body was filled with cedar oils using syringes (needles)

Oil stayed in body for 70 days to dissolve internal organs

Natron placed on outside to dry the body

After 70 days punctures were made to drain the oil from the body

c. Expensive Method Reserved for royalty, priests and wealthy Egyptians Bodies were taken to an embalmers shop Priests were involved and performed rituals and burned incense while embalmers worked Body was bathed and put on a high table

Brains were removed with a hook-like instrument through his nose (done carefully)

12 centimeter long line was drawn on left side of body indicating where an incision was to be made

Sharp knife (Ethiopian Stone) cut a hole in the body and organs were carefully removed

Organs were placed in special jars called canopic jars and sealed with wax

Body was washed out with palm wines and scrubbed with perfumes Myrrh Cassia

Empty body was stuffed with linen soaked in resin

Body was dried with natron powder for two months by chemicals and sun

Body was bathed, rubbed with spices, herbs, and perfumes

Linen stuffed in mouth, eyes, and nose, then sealed with wax

Fingernails and toenails were fastened on with gold wires

Hole in body was sewed and sealed with a special plate with a scared symbol called the Eye of Horus

The body was wrapped with the finest linen took 15 days and started at fingers and toes

Took 410 yards of linen

Hot oils were poured between each layer to make wrapping stiff

Amulets and jewelry were placed in wrappings to protect dead man on his trip to the underworld

Mummy placed in mummiform coffin that was painted like the dead man

d. Processes to the tomb began Mummy traveled in a wagon called a bier A smaller bier followed carrying the jars containing mans internal organs Family traveled behind Servants carried all the good that were to be buried with mummy Opening of the Mouth ceremony took place

A adze was stuck in mummys mouth to release the spirit called akh

Ceremony took many hours Priests performed many rituals and burned incense

Priests carried into tomb and sealed within the large sarcophagus

Copy of Book of the Dead was left at each tomb

e. Everyone returned to the dead mans house and had a great feast Celebrated the dead mans immortality II. Geography A. Student will be able to locate present-day Egypt and Ancient Egypt on a map. a) Review previous map skills b) Locate North America c) Give directions from N. America to Egypt i) On a world map, point to the United States of America with your left pointer finger

ii) With your right pointer finger, find Africa (it is to the East of the United States) iii) Look at the North Eastern part of Africa and you will find Egypt. B. Students will be able to locate important geographical sites in Ancient Egypt. a) Nile River b) Upper Egypt c) Lower Egypt d) Mediterranean Sea e) Western Desert f) Eastern Desert g) Red Sea III. Language Arts A. Students will be able to use vocabulary related to content areas of instruction. a) See attached. 4. Procedures and Activities: Procedures Lecture and PowerPoint Discussion Observing and Monitoring Debrief Writing Assignment Take notes Responding Writing Assignment Responding Activities

KWL Chart (guided) Demonstration Observing and Monitoring Observing and Monitoring Mini - Quiz Closing Card Guided Instruction Observing and Monitoring

Responding Completing Own Map Worksheet Group Discussion Take Quiz Express Understanding of Material Jeopardy Individual Presentations

5. Instructional Aides and Resources: I. II. III. IV. V. VI. Notecards Maps Mini-Quizzes Rubric Presentation Rubric Writing Assignment Worksheets

6. Assessment: I. History - Student will be able to explain how the contributions of Ancient Egypt have influenced the present world in terms of architecture, government, and culture. A. Informal: a) Didactic Questions b) Group Work

c) Discussion d) Homework e) Journal f) In class worksheets B. Formal: a) Homework Low Stakes b) In class worksheets Low Stakes c) Group Work Medium Stakes d) Quizzes Medium Stakes e) Test High Stakes f) Paper High Stakes g) Project High Stakes II. Geography Students will be able to locate Ancient Egypt, present day Egypt, and important geographical sites on a map. A. Informal: a) Location worksheet b) Homework B. Formal: a) Quizzes Medium Stakes b) Tests High Stakes c) Project High Stakes III. Language Arts Students will be able to use vocabulary related to content areas of instruction.

A. Informal: a) Homework b) Journal B. Formal: a) Quiz Medium Stakes b) Test High Stakes