Project GLAD
Capistrano Unified School District
ANCIENT EGYPT
(4,000 B.C. – 1,000 B.C.)
Level 6
Ancient 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?
would we like to know?
 Observation Charts
 Big Book
 Read Aloud
 Awards
 Songs, poetry
What
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)
Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Word Recognition
1.1 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
Capistrano Unified School District - Project G.L.A.D (2005 JB)
1
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 Comprehension
Comprehension and Analysis of Grade-Level-Appropriate Text
2.3 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.
Writing
1.0 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 purpose
b. Explain the situation
c. Follow an organizational pattern appropriate to the type of composition
d. Offer persuasive evidence to validate arguments and conclusions as needed.
Written and Oral Language Conventions
1.0 Written and Oral English Language Conventions
Sentence Structure
1.1.1 Use simple, compound, and compound-complex sentences; use
effective coordination and subordination of ideas to express complete
thoughts.
Grammar
1.1.2 Identify and properly use indefinite pronouns and present perfect, past
perfect, and future perfect verb tenses; ensure that verbs agree with
compound subjects.
Punctuation
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
2
1.1.3
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.
1.1.4
Use correct capitalization
1.1.5
Spell frequently misspelled words correctly.
Capitalization
Spelling
Listening and Speaking (Grades 6-8 ELD Standards)
Comprehension
Beginning
through non-verbal responses
Begins to speak 1-2 words
Independently uses common phrases
Early Intermediate
Asks/ answers questions using simple phrases/sentences
Prepare and deliver short oral presentations
Intermediate
Listens 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 details
Advanced
Understands figurative language and idiomatic expressions by responding and using
such expressions
Comprehension, Organizations and Delivery of Oral Communication
Beginning
Uses common social greetings and simple repetitive phrases
Early Intermediate
Uses simple sentences to restate main ideas of subject matter content
Prepare and deliver short oral presentations
Intermediate
Participates in social conversations with peers and adults on topics by answering and
asking questions
Identifies main idea and some details of key concepts of subject matter content
Early Advanced
Participates/initiates extended conversations with peers/adults on unfamiliar topics
asking/answering questions, restating/soliciting information.
Advanced
Listens 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
Beginning
Recognizes/pronounces English phonemes while reading aloud.
Recognizes common morphemes in phrases/simple sentences
Early Intermediate
Produces English phonemes while reading their own writing/simple sentences/text
Intermediate
Apply knowledge about morphemes in oral/silent reading to derive meaning in content
areas.
Early Advanced/Advanced
Word knowledge such as root words/affixes to derive meaning from literature/content
areas.
Fluency & Systematic Vocabulary Development
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
3
Beginning
Read aloud simple words from literature/content area.
Respond w/short sentences/phrases in social/academic setting
Create simple dictionary for student use
Early Intermediate
Use knowledge of literature/content areas to understand unknown words
Read simple paragraphs independently
Read own writing of narrative/expository text with appropriate
pacing/intonation/expression
Intermediate /Early Advanced
Use knowledge of English morphemes/phonics/syntax to decode texts
Recognize multiple meanings of words
Advanced
Use knowledge of social/academic vocabulary to achieve independent reading
Reading Comprehension
Beginning/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/phrases
Point out text features: Titles, Table of Contents, etc.
Intermediate
Read/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 Analysis
Beginning
Orally 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 Intermediate
Read 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.
Intermediate
Use 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 Advanced
Read and orally explain the literary elements of plot, setting and characters using detailed
sentences.
Advanced
Writing – (Grades 6-8 ELD Standards)
Strategies and Applications
Beginning
Organize/record expository information on pictures, lists, charts and tables for
literature/content areas
Create simple sentences/phrases with some assistance
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
4
Write a brief narrative using simple sentences, setting and some details
Write simple compositions with main idea and details
Early Intermediate
Write brief responses to literature with factual understanding, use simple sentences
Write increasing number of words/simple sentences appropriate for Language arts and
other content areas
Write expository compositions with main idea and details
Intermediate
Narrate a sequence of events and their significance to an audience
Write brief expository compositions with a thesis and some supporting points
Use 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/Advanced
Write in different genres (short stories, narratives) include coherent plot, characterization,
and setting
Develop a clear thesis and support it using analogies, quotations, and facts appropriately
Use appropriate language and genres in writing for language arts and other content
areas.
Conventions
Beginning
Edit own work and correct punctuation.
Identify basic vocabulary, mechanics, and structures in a piece of writing
Revise writing for proper use of final punctuation, capitals, and correct spelling.
Early Intermediate
Revise writing with teacher’s assistance to clarify meaning, improve conventions and
organization.
Intermediate
Revise 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/Advanced
Revise 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 unit
5. 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.
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
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VI.
Vocabulary
cataract
delta
papyrus
permanent
settlement
civilization
agriculture
Pharaoh
dynasty
empire
pyramid
embalm
monument
artisan
invaders
barriers
drought
region
polytheistic
monotheistic
economic surplus
scarcity
surplus
economy
art
architecture
obelisk
trade
Mediterranean
Nile River
commercial
language
isolation
marshland
ducks
geese
waterbirds
plow
oxen
seed storage
caravan
boats
flood
irrigation
canals
clay
retinue
temple
domestic
famine
nomads
barren
amulets
reign
shrewd
scribes
prosperity
achievements
tribute
Queen Hatshepsut
Ramses the Great
Ramses II
Thutmose
King Menes
Kush
political
dynasty
pyramid
Black Land
Red Land
afterlife
embalm
mummy
hieroglyphics
Book of the Dead
Old Kingdom
Middle Kingdom
New Kingdom
Literature Vocabulary
Gift of the Nile
pharaoh
harp
trembled
reclined
counsel
intelligent
honest
realm
waded
tomb
offend
diversions
amuse
contentment
ebony
electrum
lotus
lapis
ceased
granite
mason
wonderment
astonished
tranquil
Mummies Made
in Egypt
Ba
Ka
recognize
mummified
modest
elaborate
splendor
embalmed
embalmers
nostrils
natron
canopic jars
resin
linen
beeswax
shrouds
amulets
shabits
coffin
sarcophagus
fueral
mourners
possessions
mastabas
pyramid
Valley of the
Kings
Tutankamen’s
Gift
frail
menoi
archery
excel
revealed
craftsman
glorify
sandstone
admiration
chisels
papyrus
embellish
sorrow
prosperous
rubble
dwell
mourned
banish
monuments
statues
temples
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
Bill and Pete Go
Down the Nile
Ibis
crocodile
history
geography
Egypt
River Nile
sphinx
pharaohs
pyramids
mummies
sarcophagus
esophagus
Sacred Eye of
Ibis
ashore
scolded
Cairo
The Winged Cat
Ba soul
Netherworld
Highpriest
Troth
Horus
Bastet
Nut
Shu
Geb
Hapy
Anubis
Ammit
6
Project GLAD
Capistrano Unified School District
ANCIENT EGYPT
(4,000 B.C. – 1,000 B.C.)
Level 6
Ancient Egypt: A Gift of the Nile
PLANNING PAGES
I.
FOCUS/MOTIVATION
 Portfolios
 Read aloud
 Big Book
 Observation Chart
 Inquiry Chart
 Video
II.
INPUT






III.
IV.
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
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
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
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
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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
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
8
Project GLAD
Capistrano Unified School District
ANCIENT EGYPT
(4,000 B.C. – 1,000 B.C.)
Level 6
Ancient Egypt: A Gift of the Nile
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 Input
o 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 2
FOCUS/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
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
9
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, edit
CLOSURE
 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 Frame
o Co-op strip paragraph - struggling readers
o 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
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
10
Big Book
ANCIENT EGYPT
The Black Land and the Red Land
Written by:
Karin Foster, Laurie Manville,
Melinda Rader and Laura White
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
11
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
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
12
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
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
13
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.
 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
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
14
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 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 God
o Osiris—God of the Afterlife
o 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
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
15
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.
 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
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
16
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 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
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
17
Dates for timeline:
Egypt
4000 BC
3300
3100 BC
2750-2260
2650
2061-1784
1991
1570-1070
1502-1489
1482
?
People settle along the Nile
Walled towns
Legendary King Menes unites Upper and Lower Egypt
Capital: Memphis
Old Kingdom
Daily tasks:
Pyramids
Farming
Divine King
Herding
King Zoser contstructs pyramid
Baking
Middle Kingdom
Brewing
literature, art, architecture thrive
King Ammenemet I
New Kingdom
Becomes a world power
Queen Hatshepsut expands trade
Tutmose III builds an Egyptian empire
Falls to Kush
Other Ancient Civilizations
5000 BC
Farming villages and irrigation
begin planting barley, wheat
Surplus grain
4000 BC
Thailand Rice farming
3500
Ur, Sumerians develop
wheel
sailboat
cunifomr
2600
Cattle and sheep domesticated= milk, food, clothing
2334
Sargon forms first empire Akhad, includes all Mesopotamia
2000-1766 Legendary Hia Dynasty
1800
Assyrian Empire, Shamshi Adad (North Mesopotamia)
1792
Hammurabi rules Babylon—written law
Babylonian empire
1766-1122 Chang Dynasty
1600
Chang Dynasty workers learn to use bronze
1100-250? Age of Confucius
1100
writing with characters
?
Nebuchadnezzar rules Babylon
Hanging Gardens
221
Tsin Shi Huang T unifies China (221-206)
214-20 AD Han Dynasty invents paper and instruments to measure
earthquakes
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
18
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
19
Scribe / Artisan Comparative
Scribe 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 workers
o Carpenters
o Painters
o Jewelers
o Goldsmiths
o Provide good for the king and goods to serve the gods
o Paid with: bread, beer, milk
Pharaoh and
family
Priests
Officials
Scribes
Artisans
Farmers
Slaves
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
20

Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
21
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
22
Narrative:
Judgment in the Afterlife
By Laura White
Pharaoh
Deep 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.
Mummy
The 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!”
Tomb
Slowly 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.
Walls
The 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
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
23
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 Pyramid
Pharaoh 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 Anubis
Within 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.”
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
24
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 . . . . . . .
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
25
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!
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
26
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
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
27
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
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
28
CIVILIZATION? YES, MA’AM!
Is this civilization?
Is this civilization?
How do you know?
How do you know?
Yes, Ma’am!
Yes, Ma’am!
There’s a system of government.
There’s specialized labor.
Is this civilization?
Is this civilization?
How do you know?
How do you know?
Yes, Ma’am!
Yes, Ma’am!
There’s a stable food supply.
There’s a system of laws.
Is this civilization?
Is this civilization?
How do you know?
How do you know?
Yes, Ma’am!
Yes, Ma’am!
There’s architecture, art and music.
There’s system of religion.
~Merritt & Rader, ‘02
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
29
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
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
30
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!
Pyramids, flooding, papyrus, too,
Doing the Egyptian BUGALOO!!!
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 reed
So, Egyptians invented the paper we need.
Pyramids, flooding, papyrus, too,
Doing the Egyptian BUGALOO!!!
Hieroglyphic writing on papyrus scrolls
Tells Egyptian history we want to know.
Egyptians are remembered for the pyramids
But don’t forget the other things they did.
Calendars, medicine and art too,
Doing the Egyptian BUGALOO!!!
M. Rader, ‘05
Adapted from Brown and Foster
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
31
GIFT OF THE NILE
A Poem by Bobbi Jean Fickle
Westminster 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 abundance
And 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 Egypt
The flow of the Nile molded destiny.
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
32
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.
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
33
Expert Group #1
Hatshepsut
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.
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
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34
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.
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
35
Expert Group #2
Thutmose 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.
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
36
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.
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
37
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
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
38
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.
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
39
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.
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
40
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.
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
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41
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.
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
42
Process Grid
Pharaoh
When
Challenges
Accomplishments
Interesting
Information
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.
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
43
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.
Ancient Egypt: Gift of the Nile (CUSD) Level 6 CA
Capistrano Unified School District - Project G.L.A.D (2005 JB)
44