What Are We Doing Today? Ancient Egypt Standard: 6.13 Identify and locate geographical features of ancient Egypt, including: Mediterranean Sea, Nile Delta, Nile River, Red Sea, The regions of Upper and Lower Egypt, The Sahara. 6.14 Explain how agricultural practices impacted life and economic growth in ancient Egypt, including the use of irrigation and development of a calendar. 6.15 Explain the structure of ancient Egyptian society, including: Relationships between groups of people, How social classes were organized by occupation, Positions of pharaohs as god/kings Role of slaves. . Classwork: Opening Exercise, Exercises, Closing, Exit Ticket Mastery: You will have an Exit Ticket. You will answer 5 questions Exemplary Work: 3/5 = On Track 5/5 = Mastered Learning Targets I can identify and explain features of ancient Egypt and explain the agricultural practices that impacted life and economic growth. I can explain how was ancient Egypt governed, what kind of religion did the ancient Egyptians practice, why and how were pyramids built, and how was Egyptian society organized Lesson Outcomes • At the conclusion of this lesson you will be able to: • Explain how agriculture impacted life in Ancient Egypt and what innovations developed because of the Nile River. • Explain how was ancient Egypt governed, what kind of religion did the ancient Egyptians practice, why and how were pyramids built, and how was Egyptian society organized What You Will Turn-In Today… •Classwork: •Reflection/Exit Ticket Homework Complete Map Questions Handout 1-12 Assignment (25 min) • Students take notes in their journal. Uniting Egypt • Uniting Egypt Skillful farming led to more food than was needed, or a surplus. This freed some people to work as artisans instead of farmers. Artisans wove cloth, made pottery, and carved statues. They also shaped copper into weapons and tools. Now Egyptians had goods to trade. First, they traded with each other. Then they traveled to Mesopotamia to trade. There they may have learned new ideas about writing and government. • Irrigation systems needed to be built and maintained. Grain had to be stored. Disputes over land needed to be settled. Over time, a government formed in Egypt. By 4000 B.C., Egypt was made up of two large kingdoms. Lower Egypt was in the north in the Nile delta. Upper Egypt was in the south along the Nile River. Check for Understanding • List three ways that the Egyptians used the Nile River. • 1. • 2. • 3. • About 3100 B.C., Narmer was king of Upper Egypt. He led his armies north and took control of Lower Egypt. Narmer’s kingdom stayed together long after his death. His family passed power from father to son to grandson. This is called a dynasty. Over time, ancient Egypt would be ruled by 30 dynasties over a period of about 2,800 years. Historians group Egypt’s dynasties into three main eras—the Old Kingdom, the Middle Kingdom, and the New Kingdom. Each kingdom had a long period of strong leadership and safety. Check For Understanding • List two ways Narmer changed Egypt. • 1. • 2, Pharaoh’s Duties • • • • • • to unify Egypt • to lead during good and bad times • to hire officials • to give orders • to participate in religious ceremonies Egyptian Achievements • • • • • • astronomy • a 365-day calendar • geometry/mathematics • a system of written numbers • fractions Egyptian Society • Every Egyptian had a place in society. The pharaoh and his family were at the very top. The upper class lived in cities and on large estates along the Nile. Servants waited on them. The middle class ran businesses or made goods. They lived in smaller homes. Egypt's lower class was its largest class. Most farmers lived in one-room mud homes. Unskilled workers lived in small homes with dirt floors. • In ancient Egypt, the father headed the family. Women had the right to own property, buy and sell goods, and get divorced. Few Egyptians sent their children to school. Mothers taught their daughters to run a household. Boys learned job skills from their fathers. The Kingdom of Kush The Kingdom of Kush • Cultural Diffusion: The process of spreading ideas, languages, and customs from one culture to another Egyptian Society Ruler Pharaoh • Upper Class • Nobles, Generals, Priests • Middle Class • Merchants, Artisans, Shopkeepers • Lower Class • Farmers, Unskilled workers, Enslaved people What Are We Doing Today? The Kingdom of Kush Standard: 6.19 Examine the cultural diffusion of ancient Egypt with surrounding civilizations through trade and conflict, including its relationship with Nubia. 6.18 Analyze the achievements of ancient Egyptian civilization, including: hieroglyphics, papyrus, and the pyramids and Sphinx at Giza. Classwork: Opening Exercise, Exercises, and Closing Mastery: You will have a Chapter Test. You will answer 30 questions Exemplary Work: 21/30 = On Track 25/30 = Mastered Lesson Outcomes • At the conclusion of this lesson you will be able to: • Students will know: • why the Nile River was important to the ancient Egyptians • characteristics of ancient Egyptian religion and society • factors that led to the rise and fall of the ancient Egyptian empire • how Kush and Egypt influenced each other The Kingdom of Kush • Do you enjoy music, food, clothing, or games that are from other cultures? • How or why do certain cultures “rub off” on each other? • Cultural Diffusion: The process of spreading ideas, languages, and customs from one culture to another. The Nubians • GUIDING QUESTION: How did Nubia and Egypt influence each other? • Read Page 128-129 and be able to answer the following questions: • Why was Egypt an influence on the Nubians? • In what ways did Egypt shape Nubian culture? Checks For Understanding • Why was Egypt an influence on the Nubians? • (Nubia traded with Egypt and later was under Egyptian rule.) • In what ways did Egypt shape Nubian culture? • (Nubians adopted Egyptian religious practices as well as hieroglyphics and tool-making skills.) BL The Kushite Kingdom • GUIDING QUESTION Why did the kingdom of Kush prosper? • Read The Kushite Kingdom Pages 130-133 • Be able to answer guiding question The Kushite Kingdom • What ideas or goods were exchanged among the Egyptians, Kushites, and Assyrians? • • Why would the Kushites continue to admire the ancient Egyptians even after conquering them? • • How did southern Africans influence the Kushites? The Kushite Kingdom • Why did the Kushites want to learn how to make iron from the Assyrians? • • How was the city of Meroë like and unlike an Egyptian city? • What ideas or goods were exchanged among the Egyptians, Kushites, and Assyrians? • (Egypt gave Kush its religion and the idea to build pyramids and monuments; the Assyrians gave the Kushites the technology to make iron tools and weapons; Kush traded goods with Egypt.) \ • • Why would the Kushites continue to admire the ancient Egyptians even after conquering them? (The Kushites had lived with the Egyptians for many years and had adopted their customs and culture.) • • How did southern Africans influence the Kushites? (The Kushites adopted ankle and ear jewelry worn by southern Africans.) • • Why did the Kushites want to learn how to make iron from the Assyrians? (Kushite bronze weapons and tools were not as strong as iron ones. Iron tools allowed them to grow more food, and iron weapons boosted the Kushites' military strength.) • • How was the city of Meroë like and unlike an Egyptian city? (Its layout was like an Egyptian city, and it contained tombs and monuments. Unlike Egypt's cities, Meroë had many iron furnaces.) Closing (7 mins) Exit Ticket (5 mins) • You have 5 MINUTES to complete your exit ticket.
