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Project GLAD Capistrano Unified School District

ANCIENT EGYPT(4,000 B.C. – 1,000 B.C.)

Level 6Ancient Egypt: A Gift of the Nile

IDEA PAGES

I. UNIT THEME – Geography shapes a civilization’s development. Religious, social, political, and economic structures are necessary components of

a civilization’s success.

II. FOCUS/MOTIVATION Video – Ancient Egypt Portfolios Inquiry charts: What do we already know about the Ancient Egyptians? What

would we like to know? Observation Charts Big Book Read Aloud Awards Songs, poetry

III. CLOSURE Process Grid Expository Writing Journal Test Narrative Writing Portfolio conference Team Jeopardy Game Home/School Connection Team Explorations:

- Create an Egyptian art and architecture book - Create a monument for an Egyptian god using hieroglyphics- Create a TV talkshow format to interview Hatshepsut and

Ramses the Great Personal Explorations:

- Write a “how-to” book for visitors who might time travel to Ancient Egypt.

- Create a poem about Egypt or the Egyptians

IV. ELA STANDARDS – GRADE 6 (California State Standards)

Reading1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Word Recognition1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression. 1.2 Identify and interpret figurative language and words with multiple meanings.

Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA 1Capistrano Unified School District - Project G.L.A.D (2005 JB)

1.3 Recognize the origins and meanings of frequently used foreign words in English and use these words accurately in speaking and writing.

1.4 Monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning.

2.0 Reading ComprehensionComprehension and Analysis of Grade-Level-Appropriate Text2.3 Connect and clarify main ideas by identifying their relationships to other sources and

related topics.2.4 Clarify an understanding of texts by creating outlines, logical notes, summaries, or

reports. 3.0 Literary Response and Analysis

3.2 Analyze the effect of the qualities of the character on the plot and the resolution of the conflict.

3.3 Analyze the influence of setting on the problem and its resolution.3.4 Define how tone or meaning is conveyed through word choice, figurative language,

sentence structure, line length, punctuation, rhythm, repetition, and rhyme. Writing1.0 Writing Strategies Organization and Focus

1.1 Choose the form of writing (e.g., personal letter, letter to the editor, review, poem, report, narrative) that bests suits the intended purpose. 1.2 Create multiple-paragraph expository compositions:

a. Engage the interest of the reader and state a clear purpose.b. Develop the topic with supporting details and precise verbs, nouns, and adjectives to paint a visual image in the mind of the reader.c. Conclude with a detailed summary linked to the purpose of the composition.

1.3 Use a variety of effective and coherent organizational patterns, including comparison and contrast; organization by categories; and arrangement by spatial order, order of importance, or climactic order.

2.0 Writing Applications 2.1 Write narratives:

a. Establish and develop a plot and setting and present a point of view that is appropriate to the stories.

b. Include sensory details and concrete language to develop plot and character.c. Use a range of narrative devices (e.g. dialogue, suspense).

2.2 Write expository compositions (e.g. description, explanation, comparison and contrast, problem and solution.

a. State the thesis or purposeb. Explain the situationc. Follow an organizational pattern appropriate to the type of compositiond. Offer persuasive evidence to validate arguments and conclusions as needed.

Written and Oral Language Conventions1.0 Written and Oral English Language ConventionsSentence Structure

1.1.1 Use simple, compound, and compound-complex sentences; use effective coordination and subordination of ideas to express complete thoughts.

Grammar1.1.2 Identify and properly use indefinite pronouns and present perfect, past

perfect, and future perfect verb tenses; ensure that verbs agree with compound subjects.

Punctuation1.1.3 Use colons after the salutation in business letters, semicolons to connect

independent clauses, and commas when linking two clauses with a conjunction in compound sentences.


Capitalization1.1.4 Use correct capitalization

Spelling1.1.5 Spell frequently misspelled words correctly.

Listening and Speaking (Grades 6-8 ELD Standards)Comprehension

Beginningthrough non-verbal responsesBegins to speak 1-2 wordsIndependently uses common phrases

Early Intermediate Asks/ answers questions using simple phrases/sentencesPrepare and deliver short oral presentations IntermediateListens and identifies key details and concepts using both verbal and non-verbal responses.Early Advanced Listens to stories/information on new topics across content areas, identifies main points/supporting detailsAdvanced Understands figurative language and idiomatic expressions by responding and using such expressions

Comprehension, Organizations and Delivery of Oral CommunicationBeginningUses common social greetings and simple repetitive phrasesEarly IntermediateUses simple sentences to restate main ideas of subject matter contentPrepare and deliver short oral presentationsIntermediateParticipates in social conversations with peers and adults on topics by answering and asking questionsIdentifies main idea and some details of key concepts of subject matter contentEarly AdvancedParticipates/initiates extended conversations with peers/adults on unfamiliar topics asking/answering questions, restating/soliciting information.AdvancedListens to story/content area topics, identifies main points/supporting details.

Reading – Word Analysis (Grades 6-8 ELD Standards)Concepts about Print, Phonemic Awareness, Decoding & Word Recognition

BeginningRecognizes/pronounces English phonemes while reading aloud.Recognizes common morphemes in phrases/simple sentencesEarly IntermediateProduces English phonemes while reading their own writing/simple sentences/textIntermediateApply knowledge about morphemes in oral/silent reading to derive meaning in content areas.Early Advanced/AdvancedWord knowledge such as root words/affixes to derive meaning from literature/content areas.

Fluency & Systematic Vocabulary DevelopmentBeginningRead aloud simple words from literature/content area.Respond w/short sentences/phrases in social/academic setting


Create simple dictionary for student useEarly IntermediateUse knowledge of literature/content areas to understand unknown wordsRead simple paragraphs independentlyRead own writing of narrative/expository text with appropriate pacing/intonation/expressionIntermediate /Early AdvancedUse knowledge of English morphemes/phonics/syntax to decode textsRecognize multiple meanings of wordsAdvancedUse knowledge of social/academic vocabulary to achieve independent reading

Reading ComprehensionBeginning/Early Intermediate

Read/respond to simple text by answering factual comprehension questions using key words or phrases.Orally identify main ideas/some details using key words/phrasesPoint out text features: Titles, Table of Contents, etc.IntermediateRead/respond orally using detailed sentences to answer factual comprehension questions about literature.Read/use detailed sentences to orally explain main ideas/details in content area reading.Early Advanced/Advanced Identify/explain main ideas, critical details of literary texts/content area texts

Literary Response and AnalysisBeginningOrally respond to simple literary texts by asking factual comprehension questions using one or two word responses.Use pictures, lists or charts, and tables to identify the sequence of events for simple literary texts.Recite simple poems.Early IntermediateRead and orally identify the main events of the plot using simple sentences.Orally describe a character in a literary text by identifying the thoughts and actions of the character using simple sentences.IntermediateUse expanded vocabulary and descriptive words and paraphrasing for oral and written response to texts.Apply knowledge of language to analyze/derive meaning/comprehension from literary texts.Early AdvancedRead and orally explain the literary elements of plot, setting and characters using detailed sentences.Advanced

Writing – (Grades 6-8 ELD Standards)Strategies and Applications

BeginningOrganize/record expository information on pictures, lists, charts and tables for literature/content areasCreate simple sentences/phrases with some assistanceWrite a brief narrative using simple sentences, setting and some detailsWrite simple compositions with main idea and detailsEarly Intermediate


Write brief responses to literature with factual understanding, use simple sentencesWrite increasing number of words/simple sentences appropriate for Language arts and other content areasWrite expository compositions with main idea and detailsIntermediateNarrate a sequence of events and their significance to an audienceWrite brief expository compositions with a thesis and some supporting pointsUse more complex vocabulary and sentences appropriate for Language arts and other content areas Investigate/research a topic in a content area/develop a brief essay or report; include source citations.Early Advanced/AdvancedWrite in different genres (short stories, narratives) include coherent plot, characterization, and settingDevelop a clear thesis and support it using analogies, quotations, and facts appropriatelyUse appropriate language and genres in writing for language arts and other content areas.

ConventionsBeginningEdit own work and correct punctuation.Identify basic vocabulary, mechanics, and structures in a piece of writingRevise writing for proper use of final punctuation, capitals, and correct spelling.

Early IntermediateRevise writing with teacher’s assistance to clarify meaning, improve conventions and organization.IntermediateRevise writing for appropriate word choice and organization with variation in grammatical forms and spelling.Edit and correct basic grammatical structures and conventions of writing.Early Advanced/AdvancedRevise writing for appropriate word choice, organization, consistent point of view, and transitions with some variation in grammatical forms and spelling.

V. HISTORY/SOCIAL SCIENCE STANDARDS – Grade 6

6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.

1. Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations.

2. Trace the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and power.

3. Understand the relationship between religion and the social and political order in Mesopotamia and Egypt.

4. Not applicable to this unit5. Discuss the main features of Egyptian art and architecture. 6. Describe the role of Egyptian trade in the eastern Mediterranean and Nile valley. 7. Understand the significance of Queen Hatsheput and Ramses the Great. 8. Identify the location of the Kush civilization and describe its political, commercial, and

cultural relations with Egypt. 9. Trace the evolution of language and its written forms. VI. Vocabularycataractdelta

economic surplusscarcity

seed storagecaravan

Queen HatshepsutRamses the Great


papyruspermanent settlementcivilization agriculturePharaohdynastyempirepyramidembalm

monument artisan invaders barriers drought region polytheistic monotheistic

surplus economyart architectureobelisktradeMediterraneanNile River commerciallanguageisolationmarshlandducksgeesewaterbirdsplowoxen

boatsfloodirrigationcanalsclayretinuetempledomesticfaminenomadsbarrenamuletsreignshrewdscribesprosperityachievementstribute

Ramses IIThutmoseKing MenesKush politicaldynastypyramidBlack LandRed Landafterlifeembalmmummy hieroglyphicsBook of the DeadOld KingdomMiddle KingdomNew Kingdom

Literature Vocabulary

Gift of the Nile Mummies Made in Egypt

Tutankamen’s Gift

Bill and Pete Go Down the Nile

The Winged Cat

pharaohharptrembledreclinedcounselintelligenthonestrealmwadedtomboffenddiversionsamusecontentmentebonyelectrumlotuslapisceasedgranitemasonwondermentastonishedtranquil

BaKarecognizemummifiedmodestelaboratesplendorembalmedembalmersnostrilsnatroncanopic jarsresinlinenbeeswaxshroudsamuletsshabitscoffinsarcophagusfueral mournerspossessionsmastabaspyramidValley of the Kings

frailmenoiarcheryexcelrevealedcraftsmanglorifysandstoneadmirationchiselspapyrusembellishsorrowprosperousrubbledwellmournedbanishmonumentsstatuestemples

IbiscrocodilehistorygeographyEgyptRiver NilesphinxpharaohspyramidsmummiessarcophagusesophagusSacred Eye of IbisashorescoldedCairo

Ba soulNetherworldHighpriestTrothHorusBastetNutShuGebHapyAnubisAmmit


Project GLAD Capistrano Unified School District



PLANNING PAGES

I. FOCUS/MOTIVATION Portfolios Read aloud Big Book Observation Chart Inquiry Chart Video

II. INPUT Pictorial Input – World Map Pictorial Input – Egypt/Nubia Pictorial Input – Egyptian religion, art, architecture Timeline – Graphic Organizer, comparative with other civilizations Narrative Input – King Menes Comparative Input: Hatshepsut and Ramses the II, Scribe and Artisan

III. GUIDED ORAL PRACTICE T-graph: Respect Cognitive Dictionary Expert group – Egyptian pharaohs Picture file cards – Egyptian civilization Process Grid – Challenges and accomplishments of pharaohs Personal Interaction Sentence Patterning Chart Poetry/Chanting

IV. READING/WRITING A. Total Class

Co-op strip paragraph – Poetry Frame – Here, There

B. Cooperative/Small Group Co-op strip paragraph Poetry Ear-to Ear Reading – Anticipation Guide Team Tasks Bibliography

C. Independent Activities Writer’s Workshop Expository explanatory paragraph Bibliography Observational writing Poetry


V. EXTENDED ACTIVITIES Write in Egyptian hieroglyphics Create a Egyptian sarcophagus

VI. CLOSURE Author’s chair Process all charts Personal exploration Letter to parents Quizzes and unit test


Project GLADCapistrano Unified School District



4 DAY LESSON PLAN

DAY 1: FOCUS/MOTIVATION

Cognitive Content Dictionary with Signal Word Big Book Observation Charts Inquiry Chart Poetry Unit Portfolios Video Read Aloud

INPUT World Map Egyptian map Timeline: comparative culture – Ancient Egypt, Mesopotamia

o 10/2 with primary languages (similarities and differences) During Team Tasks students add pictures/dates

Pictorial Inputo Religious beliefs - pyramid

GUIDED ORAL PRACTICE T-graph: Respect Picture files: Egyptian civilization

o Oral share out Poetry Chants

READING/WRITING Learning Log Writers Workshop Home/School Connection

DAY 2FOCUS/MOTIVATION

Cognitive Content Dictionary with Signal Word Process Home/School Connection Review with word cards/highlight poetry Big Book Read Aloud

INPUT Comparative Input - Scribes/artisans Narrative Input – King Menes

GUIDED ORAL PRACTICE “Egyptians Here, Egyptians There” Sentence Patterning Chart

o Read, trade, flipchant Chants

READING/WRITING


Expert Groups Interactive journals Home/School Connection

DAY 3:FOCUS/MOTIVATION

Cognitive Content Dictionary with Signal Word Home/School Connection Review narrative with word cards and conversation bubbles Story Map – narrative

GUIDED ORAL PRACTICE/READING/WRITING Team Tasks Process Grid Cooperative Strip Paragraph: Descriptive

o Respond, revise, editCLOSURE

Journals Home/School Connection Listen and Sketch

DAY 4:FOCUS/MOTIVATION

Cognitive Content Dictionary with Signal Word Home/School Connection Read Aloud

READING/WRITING Flexible group reading

o ELD Group Frameo Co-op strip paragraph - struggling readerso Clunkers/links – at level readers

Ear to ear reading with Poetry Booklet Found Poem

CLOSURE/READING/WRITING Read walls Team Presentations Process all charts, Inquiry Chart Team Jeopardy Game Evaluate unit Letter home


Big Book

ANCIENT EGYPTThe Black Land and the Red Land

Written by: Karin Foster, Laurie Manville,

Melinda Rader and Laura White


The Egyptians used the gifts of the Nile wisely. Here in this land of contrasts—fertile riverbanks and barren deserts, floods and droughts, Black Land and Red Land—they built a remarkable civilization. The Nile River begins in the mountains of east

Africa. Each year mountain snow and monsoon rains fill this lifeline of Ancient and Modern Egypt.

The Nile is the longest river on earth. In what was once Kush and Upper Egypt, it rushes past cataracts, or waterfalls and rapids. It then flows through a rich delta marshland and finally out into the Mediterranean Sea.

From the air, the Nile looks brown and muddy with green banks on each side. The Egyptians called this the Black Land—Kemet. Beyond the green banks, is the vast Sahara Desert, known to Ancient Egyptians as the Red Land—Deshert.

This vast Sahara Desert formed a natural barrier that protected the Egyptian people. Free from invaders, the people of Egypt formed their own remarkable civilization.

Page 1


The Egyptians used the gifts of the Nile wisely. Here in this land of contrasts—fertile riverbanks and barren deserts, floods and droughts, Black Land and Red Land—they built a remarkable civilization.

More than 5,000 years ago, farming communities formed along the river. Assisted by plows and oxen, farmers grew more grain than needed—they stored the surplus and had seeds for the next year. The shallow marshes, at the edge of the river attracted ducks, geese and other edible water birds.

This surplus of food ensured that the Egyptians could continue to build their remarkable civilization.

Page 2



Upper and Lower Egypt were united by King Menes. For nearly 3,000 years the dynasties of Egyptian kings ruled this prosperous land.

Under the pharaoh’s rule, three classes of society developed in Egypt. The upper class included the pharaoh and his royal family together with nobles, priests, and rich landowners. The middle class included merchants, scribes, tax collectors, government officials and skilled artisans. The largest group was the lower class of farmers and laborers. The system was not rigid. Marriage or job success could advance people. Even slaves had rights. Slaves could own things, marry or inherit land. They could also be given their freedom.

These social groups helped organize the lives of people who lived in Egypt’s remarkable civilization.

Page 3



The people of the Nile Valley believed that gods influenced every aspect of life. They turned to the gods to help them in daily living.

o Ra—The Sun Godo Osiris—God of the Afterlifeo Hathor—Goddess of Love

Each village or city had its own god.

Egyptians believed their life was good, and that afterlife would be even better. They made elaborate preparations for life after death. Pharaohs and nobles built luxurious tombs and filled them with the things they would need in the afterlife.

Priests embalmed the deceased’s body to protect it from decay so a person’s spirit could eat and dance and enjoy the pleasures of life.

These unique religious beliefs shaped the lives of Egyptians who lived in this remarkable civilization.

Page 4



Egyptian merchants traded in the Eastern Mediterranean and Nile Valley. Boats and barges sailed up and down the river carrying goods.

Most people did not have money so they bartered, or traded goods. They traded wheat or barley. Merchants also traded pottery, bricks, tools, glass, furniture, jewelry and perfume.

Other products available for trade were rope, baskets, papyrus sheets, an minerals mined in the desert.

From Mesopotamia they acquired silver, iron, and horses. From Syria and Lebanon they acquired cedar logs.

From Kush, their neighbor to the south, Egyptians traded for ivory, leopard skins, copper cattle and spices.

Egyptian traders had extensive contact with cultures outside their own remarkable civilization.

Page 5



The people of Ancient Egypt lived will beside the Nile River and made extraordinary accomplishments.

The seasonal flooding of the Nile was measured and recorded. Based upon this flooding, the Egyptians created a 365-day calendar. They also developed a basic mathematical system. Papyrus, a gift of the Nile, was used for paper and Egyptian scribes developed a system of hieroglyphics. The history of Egypt began to be recorded.

Egyptians also created architectural wonders. Skilled architects, engineers, painters and sculptors planned an organized work. Laborers completed the construction. Egyptians built great cities with temples, palaces, and public buildings. Their best known accomplishments are the pyramids.

These accomplishments caused historians to consider Egypt a remarkable civilization to be remembered for all time.

Page 6


Dates for timeline:

Egypt4000 BC People settle along the Nile3300 Walled towns3100 BC Legendary King Menes unites Upper and Lower Egypt

Capital: Memphis2750-2260 Old Kingdom

PyramidsDivine King

2650 King Zoser contstructs pyramid2061-1784 Middle Kingdom

literature, art, architecture thrive1991 King Ammenemet I1570-1070 New Kingdom

Becomes a world power1502-1489 Queen Hatshepsut expands trade1482 Tutmose III builds an Egyptian empire? Falls to Kush

Other Ancient Civilizations5000 BC Farming villages and irrigation

begin planting barley, wheatSurplus grain

4000 BC Thailand Rice farming3500 Ur, Sumerians develop

wheelsailboatcunifomr

2600 Cattle and sheep domesticated= milk, food, clothing2334 Sargon forms first empire Akhad, includes all Mesopotamia2000-1766 Legendary Hia Dynasty1800 Assyrian Empire, Shamshi Adad (North Mesopotamia)1792 Hammurabi rules Babylon—written law

Babylonian empire1766-1122 Chang Dynasty1600 Chang Dynasty workers learn to use bronze1100-250? Age of Confucius1100 writing with characters? Nebuchadnezzar rules Babylon

Hanging Gardens221 Tsin Shi Huang T unifies China (221-206)214-20 AD Han Dynasty invents paper and instruments to measure earthquakes


Daily tasks:Farming HerdingBakingBrewing

Scribe / Artisan ComparativeScribe Information:All priests/officials in government

Assisted tax collectors Recorded information Honored/respected job Mothers told sons, “a scribe is a greater profession than any other 10 years to momorize hieroglyphic signs highly skilled papyrus paper 700 characters in hieroglyphics Rosetta stone discovery allowed translation of hieroglyphics Writing kit: color palette/reed brushes

Artisans

Highly skilled workerso Carpenterso Painterso Jewelerso Goldsmithso Provide good for the king and goods to serve the godso Paid with: bread, beer, milk


Pharaoh and family

PriestsOfficialsScribes

Artisans

Farmers

Slaves

Narrative:

Judgment in the AfterlifeBy Laura White

PharaohDeep within the tomb the spirit of the pharaoh stirred. He

awakened for the first time from his death. He remembered the priests embalming his body, his spirit would not be able to eat, drink or partake in the afterlife activities.

MummyThe embalmers removed all of the internal organs except the

heart and placed them in canopic jars. They meticulously cleaned and anointed his body. The embalmed body was covered with natron for 40 days to dry it out. Then the dried corpse was covered in tree sap, oiled and wrapped in 400 yards of linen strips. A death mask covered in gold was placed over his face and amulets placed between the linen strips. A specially crafted amulet was placed over his heart so that it would not speak against the pharaoh during his trial in the afterlife. He heard the priests recite prayers, chants and magic spells. “Gates of sky, open for our pharaoh! Pharaoh Menes comes to you, make him live!”

TombSlowly the spirit of Pharaoh Menes emerged from the

handcrafted coffin. Before him in the burial room were all of the treasures stored during his reign, carved statues of servants were surrounded by mummified cats, dogs, horses and apes. Food, clothing, jewelry and gold were piled to the ceiling. The tomb held everything he needed for the journey to the afterlife.

WallsThe walls of the tombs were painted with scenes from everyday

life. His favorite was a man and a woman tilling the fields. It reminded him of the prosperity the farmers experienced after years of drought. The abundance of possessions gathered in the tomb was a tribute to the pharaoh and evidence of his greatness during his life on earth. Now his challenge was to find a way out of the deserted


pyramid to meet with the gods. He would go on trial before them to see if he was worthy to continue on to the afterlife.

Interior of PyramidPharaoh Menes had spent his entire life building a pyramid that

could not be broken into and ransacked by robbers. The commissioned architect designed over eighteen false doors, several secret passageways and numerous false stairways. If his stockpile of supplies were stolen, he would be unable to make the journey to the afterlife. Menes looked around at the sealed passageways. “I must find a way out,” he murmured to himself. Suddenly, he was struck by a thin ray of light coming from the air shafts. It was a ray of light from the god Ra. A loud rumble shook the pyramid and a strong wind blew through the burial chamber. In an instant, the wind caught the pharaoh’s soul. It escaped the pyramid and flew to the heavens. The journey to the afterlife had begun.

Jackal-headed God AnubisWithin moments, Menes stood before a jury of gods. Anubis,

the jackal-head, spoke. “Pharaoh Menes, you stand before us on trial for your life. If you can prove that you have done great things, you will enjoy everlasting life. If you lie about your life, you will die a second death.” The pharaoh stood proud. He knew that he had paid great respect to the gods and done great things for his people and those other of other lands.

“You stand before me great pharaoh, what have you done that will ensure you a place in the afterlife?” inquired Anubis as he waved the feather of truth in his hand.

“I have contributed greatly to our culture,” says Menes, “I have taught my subjects about paying tribute to the gods and built great temples which show our deep devotion to the gods.”

Hieroglyphics/Calendar“I have improved upon the Babylonian lunar calendar. Our new

calendar incorporates both the moon and stars. It is more accurate and corresponds with the seasons. I have encouraged the use of hieroglyphics for the recording of laws, songs, magic spells and business contracts.”


Crown of Egypt“Hmmmmmmm, very impressive.” Anubis replied. “And what

do you think was your greatest accomplishment?”The shrewd Pharaoh Menes responded with pride, “I dedicated

my life to expanding Egypt’s borders and to building a great empire. By unifying upper and lower Egypt I formed the first Egyptian dynasty. Memphis was named the capital, allowing me to centralize and keep a firm control over the newly united kingdom.”

Anubis smiled at the pharaoh’s response. “During your reign, were you able to accomplish any projects that improved the quality of life for the people under your authority?”

“I undertook massive administrative and building projects. The farmers benefited from large-scale irrigation projects. The merchants prospered with the expansion of trade. These accomplishments set the foundation of a society that will endure for generations.”

“What challenges did you face?”“When I came to power, Egypt was divided into two kingdoms,

Upper and Lower Egypt. We did not share resources, food, water or land—but I overcame this challenge.”

Feather of Truth“I see you take great pride in your achievements. With that

said, Anubis took the heart of the pharaoh and the feather of truth and placed each on the scale. Both the pharaoh and the god looked on knowing that this was the moment that would determine where Pharaoh Menes would spend eternity. If the pharaoh was telling the truth, he would pass the test and live a happy afterlife. The scale tipped from side to side. Finally it came to rest . . . . . . .


Egyptians Here, Egyptians There

Egyptians here, Egyptians there, Egyptians, Egyptians everywhere.

Royal Egyptians reigning,Skillful Egyptians building,

Adventurous Egyptians trading,And hard-working Egyptians farming.

Egyptians in the palace,Egyptians around the pyramids,Egyptians near the marketplace,And Egyptians beside the Nile.

Egyptians here, Egyptians there, Egyptians up and down the Nile.

EGYPTIANS! EGYPTIANS! EGYPTIANS!


EGYPTIANS HERE, EGYPTIANS THERE

Egyptians here, Egyptians there,Egyptians up and down the Nile.

Watchful Egyptians farming,Royal Pharaohs ruling,Adventurous Egyptians trading,And countless workers building.

Paper from papyrus,Fertile soil along the Nile,Pyramids for the Pharaohs,And hieroglyphics on the scrolls.

Egyptians here, Egyptians there,Egyptians up and down the Nile.

EGYPTIANS! EGYPTIANS! EGYPTIANS!

--M. Rader, ‘02


I Know a Shrewd Pharaoh

I know a shrewd pharaoh,A very shrewd pharaoh,A very shrewd pharaoh,

Who declared her right to rule.

Who long ago in Egypt,Built tall obelisks,Constructed mighty temples,And ruled for twenty years.

Who improved life in Egypt,Dispatched trade expeditions,Restored public projects,And reigned in peace and prosperity.

I know a shrewd pharaoh,A very shrewd pharaoh,A very shrewd pharaoh,

Her name was Hatshepsut!

--Merritt & Rader, ‘03


CIVILIZATION? YES, MA’AM!

Is this civilization? Yes, Ma’am!Is this civilization? Yes, Ma’am!How do you know? There’s a system of government.How do you know? There’s specialized labor.

Is this civilization? Yes, Ma’am!Is this civilization? Yes, Ma’am!How do you know? There’s a stable food supply.How do you know? There’s a system of laws.

Is this civilization? Yes, Ma’am!Is this civilization? Yes, Ma’am!How do you know? There’s architecture, art and music.How do you know? There’s system of religion.

~Merritt & Rader, ‘02


Society Pyramid

I’m a mummy dry and old,I once was a pharaoh very bold,I ruled with Ra and Amon-Ra,Now I need a pyramid for my Ba….

I’m a pharaoh, (clap, clap)I’m a pharaoh, (clap, clap)

I’m an official, very true,I collect the taxes, too.Surplus and crops I oversee,I work for the Pharaoh, naturally.

The officials, (clap, clap) The officials, (clap, clap)

A scribe I am, I won’t deny,I write until my ink is dry.Creating records for the king,Assisting officials is my thing.

I’m a scribe, (clap, clap) I’m a scribe, (clap, clap)

I’m an artisan very clever,Making crafts is my endeavor:Furniture, painting, pottery,Statues, vases, and jewelry.

Artisans, (clap, clap) Artisans, (clap, clap)

I’m a farmer very strong,I work in the fields all day long,Harvesting food for us to eat.We make the surplus—very neat!

I’m a farmer, (clap, clap) I’m a farmer, (clap, clap)

I’m a slave from another land,Captured by the army’s hand.I serve my master and the pharaoh,They have the power to let me go.

I’m a slave, (clap, clap) I’m a slave, (clap, clap)

--adapted from M. Brown and K. Foster


Egyptian Bugaloo

I’m from ancient Egypt and I’m here to say, We thought the sun was “re-born” every day.You know about the mummies and the pyramids,But, do you know how the everyday people lived?

Pyramids, flooding, papyrus, too,Doing the Egyptian BUGALOO!!!

The Nile brought water to our desert land,And flooding caused mud to cover the sand.This left fertile soil for the farmers to plow,And grow a rich harvest—and a surplus—WOW!


Up and down the Nile swam the croc-o-diles, And the nobles sailed on barges in elegant style.Now, along the banks grew the pa-py-rus reedSo, Egyptians invented the paper we need.


Hieroglyphic writing on papyrus scrollsTells Egyptian history we want to know.Egyptians are remembered for the pyramidsBut don’t forget the other things they did.

Calendars, medicine and art too,Doing the Egyptian BUGALOO!!!

M. Rader, ‘05Adapted from Brown and Foster


GIFT OF THE NILEA Poem by Bobbi Jean FickleWestminster School District

From the first cataract to the marshy delta,Ancient Egypt grew along the Nile.This green ribbon of life is surrounded by desert;Hot sands of the Red Land stretch for mile upon mile.

Farming with ease along the banks of the river,With fertile dark soil, they called the Black Land.In a land of no rain, the Nile’s water was life,Through floodgates controlled by the god Khnum’s hand.

In years when far away rains fell with abundanceAnd snowmelt began in mountains to the east,The river would rise to flow over its banks,A high Nile to water crops and bring feast.

But years of the low Nile brought famine and drought.Desert sun baked the soil; crops withered and died.Most people went hungry with no food to eat.They prayed for return of the Nile’s floodtide.

The rhythms of the Nile shaped the patterns of time,With seasons of the year divided by three.Flood, planting and harvest, in Ancient EgyptThe flow of the Nile molded destiny.


Home School Connection

Ancient Egypt

Tell your parents what an archeologist does and what job or career you might like

to have when you grow up.

Decir a sus padres lo que hace un arqueólogo y que carera piensas que toe

gustaría tener en el futuro.

Tell your family three reasons why the Nile River was important to ancient

Egyptians.

Hablar con sus padres sobre el río Nilo y la importancia a los Egiptos ancianos.

Tell your parents about one archeological structure in ancient Egypt, such as the

pyramids, Sphinx, temple, etc. Describe it.

Hablar con sus padres sobre una structura arqueológico en Egipto anciano como

la priámide, el esfinge, un templo, etc. Describelo.

Tell your parents about the social hierarchy (pyramid) of ancient Egypt. Desrivbe

it.

Hablar con sus padres sobre la estructura social (la pirámide) del Egipto

anciano. Describelo.


Expert Group #1Hatshepsut

Queen Hatshepsut was the first great woman in recorded history. Her rise

to power went against all the rules of her time. She was the first wife and Queen

of Thutmose II. On his death she proclaimed herself Pharaoh, denying the old

king’s son, her nephew Thutmose III, his inheritance. To support her claim she

said that the god Amon-Ra spoke to her. Amon-Ra said, “Welcome my sweet

daughter, my favorite, the king of Upper and Lower Egypt, Maatkare, Hatshepsut.

You are the King, and you take possession of the Two Lands.”

As a woman, Hatshepsut, faced many obstacles. There was always a

threat of revolt, specially as her ambitious nephew came of age. However,

Hatshepsut was very shrewd. She used her cleverness to conquer each hurdle

she faced. To stop the fears of her people, she became a “king” in all statues

and artwork done of her. She even wore the traditional clothes of male rulers.

She wore a kilt, the kingly headdress and headcloth, and the false beard.

Hatshepsut did not set out to conquer other lands during her reign.

Instead she expanded trade and exploration and improved Egypt. She ordered

trade expeditions to the land of Punt, in present-day Somalia, in search of the

ivory, animals, spices, gold and aromatic trees that Egyptians desired. These

expeditions are well documented in the hieroglyphic carved on the walls of her

temple. Hatshepsut also constructed a fabulous temple in the Valley of the Kings

across the Nile River from Thebes. She also built two obelisks of red Granite,

the largest ever built. Her name was carved at the top of these great obelisks.


As Thutmose III grew older, his resentment towards Hatshepsut

increased. Historians are unsure if Thutmose III might have killed his aunt. After

her death and burial, Hatshepsut’s mummy was stolen and her tomb destroyed.

Only one of the canopic jars was found, the one containing her liver. Historians

think that Thutmose III might have had Hatshepsut’s name erased from all

monuments she built, including her temple in the Valley of the Kings after her

death. Not only was Hatshepsut’s name erased, but some of her monuments

were destroyed. Thutmose III ordered the large obelisks to be covered in

concrete. Their gold pointed tops were probably the only original elements left

untouched. Later, one of the obelisks was completely destroyed. In all,

Hatshepsut accomplished what no woman had before her. She ruled the most

powerful, advanced civilization in the world, successfully, for twenty years. Even

if there were some who resented her success, her success stands for all eternity.


Expert Group #2Thutmose III

Thutmose III was the nephes of Queen Hatshepsut. When his father,

Thutmose II, died, the oldest male in line for the throne usually became the next

leader. However, Thutmose III was only 10 years old, too young to govern

Egypt. Hatshepsut declared herself the pharaoh and took power. When

Hatshepsut died, Thutmose III took the power she denied him.

During Hatshepsut’s reigh there had been no wars. When Thutmose III became

pharaoh, problems with coujntries surrounding Egypt began. Syria decided to quit

paying tribute to the new king and declared itself free of Egypt. Thutmose immediately

set out with his army and crossed the desert. Thutmose also sent ships to help support the

Egyptian foot soldiers. Thutmose may have been the first person in history to utilize sea-

power to support military campaigns. He conquered both Syria and Palestine.


Thutmose III continued to attack and conquer countries. These victories

brought great wealth to Egypt. Conquered nations were forced to send yearly

gifts, or tribute to prove their loyalty to Egypt’s rulers. Even rulers of

unconquered states such as Babylonia and Assyria sent gifts to show their

friendship with one of the Mediterranean’s most powerful kingdoms.

Thutmose III had an important impact upon Egyptian culture. The

Egyptian people respected him for many years. His name was held in awe even

to the last days of Egyptian history. Besides his military achievements he carried

out many building works at Karnak. He also set up a number of obelisks in

Egypt, one of which is mistakenly called Cleopatra’s Needle. It now stands on

the Embankment in London. It’s brother is in Central Park in New York. Another

is near the Lateran in Rome and there is also one of his obelisks in Istanbul.

Therefore, he has had an unwitting presence in some of the most powerful

nations of the last two thousand years.


Expert Group #3

Ramses II, “Ramses the Great”

Ramses II, son of Seti I, was around thirty years old when he became king

of Egypt. He reigned for 67 years. He had many wives and was the father of

about 111 sons and 51 daughters.

Ramses II was known for being a great warrior king. In his fourth year as

pharaoh, the Hittites threatened Egypt and Ramses began fighting with them in

Syria. The fighting continued for many years with neither side being able to

conquer the other. Finally, in 1259 B.C. Ramses was obliged to make a treaty

with the prince of the Hittites. It was agreed that Egypt would not invade Hittite

territory and the Hittites were not to invade Eqyptian territory. This was the first

know record of a treaty between two countries.

At home, Ramses worked on constructing many public buildings. His

greatest works were the rock-hewn temple of Abu Simbel, dedicated to the gods

Amon, Ra, and Ptah. The temple is 185 feet long and 90 feet high. Four

colossal statues of the king are placed at the front. Each statue is 60 feet high.

The temple was engineered so precisely that on the equinox of the 22nd of

October and the 22nd of February, sunlight would flood the inside cavity of the

temple brightly lighting up three of the four statues of gods deep inside the

building. It was no mistake that caused the fourth god to remain in darkness.

That god was Tah, god of the underworld. The statue was designed to remain in

the shadows of the temple. Ramses also added to the temple of Amenhote III at


Luxor and completed the hall of columns at Karnak. Karnak is still the largest

columned room of any building in the world.

However, this construction caused Ramses to enslave many people. The

Bible speaks of a pharaoh that freed the Israelits from Egyptian slavery. Many

historians believe that Ramses II was this pharaoh. Ramses the Great lived a

long life. It is recorded that he lived into his ninety’s. When he died he underwent

the usual mummification process for great pharaohs.


Expert Group #4

Rameses III

For two thousand years Egyptian civilization had been the most powerful.

Egypt had enjoyed a power that was second to none in the world. However,

when Rameses III began to reign in Egypt, there were great problems. A long

period of peace and stability was about to come to an end. There were great

battles in the Mediterranean between city-states in Greece. In addition, other

empires became weak because of unskilled rulers and failed harvests.

During the first few years of his reign, Rameses III worked to bring unity to

his country. In his fifth year as pharaoh, the Libyans attacked, but Egypt was

well prepared. An organized and efficient Egyptian army easily defeated them.

But this was nothing compared to the second and much greater threat, which

came three years later. The Sea Peoples were on the move. By now they had

attacked and destroyed many Mediterranean civilizations and were ready to

make a move on Egypt. A vast horde of attackers marched south and a huge

fleet at sea supported the progress on land. Rameses III acted quickly. First, he

placed foot soldiers to the north. Next he ordered every available ship to protect

the mouth of the Nile.


The land battle was a complete success for the Egyptians. The Sea

Peoples were defeated and scattered, but their navy continued towards the Nile

delta. Their aim was to defeat the Egyptian navy and force an entry up the river.

Although the Egyptians had a reputation as poor sailors, they fought ferociously

to defend their homes. Rameses lined the shores with archers who kept up

continuous volleys of arrows into the enemy ships when the attempted to land.

Then the Egyptian navy attacked using grappling hooks to haul in the enemy

ships. In brutal hand-to-hand fighting the Sea People were utterly defeated.

The power of the Sea Peoples was broken in the Nile delta. This marked

the beginning of peace for the rest of Rameses III’s reign. Trade was restored

and law and order were reestablished throughout the country. There was a

major program of tree planting and building. The great temple at Medinet Habu

is an example of Rameses’ building projects.

Rameses III had several wives and one of these wives, Tiye, was the

cause of his destruction She and several officials who were jealous of Rameses’

power, hatched a plot to kill him and replace him as pharaoh with her son, prince

Pentaweret. They planned to poison Rameses. They were caught and arrested,

but the managed to poison Rameses. The wife and officials were found guilty

and condemned to commit suicide; however, Rameses died before the trial was

completed.

Rameses III’s death was the end of an era. He had ruled for 31 years and was the last of the great Pharaohs. Egypt now suffered problems that would cause it to decline. Because they lacked iron, they developed severe economic problems. But the biggest problem was a break down in Egypt’s social order.


Officials and governors fought and argued. The priests became more powerful and took control of the government. The lack of a stable social order began the decline of the powerful ancient Egyptian civilization.


Process Grid

Pharaoh When Challenges Accomplishments InterestingInformation

King Menes(from narrative)

Hatshepsut

Tutmose III

Ramses II

Rameses III

Topic sentence for co-op paragraph:The pharaohs of ancient Egypt faced many challenges to achieve greatness.


Text and You (ideas)

Text: Name three major cities in ancient Egypt.

You: Would you prefer living in a city or outside a city? Why?

Text: Describe the “social pyramid.”

You: What do you like to do? What do you think your job might have been in

Egypt?

Text: What are some of the things that can be made from papyrus.

You: Compare Mesopotamian clay tablets with papyrus scrolls.


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