Ancient Egypt and Mesopotamia:
Echoes From the Nile
UNIT TWO
COURSE TITLE:
World History to the 16th Century
GRADE:
Eleven
COURSE TYPE:
University/College Preparation
COURSE CODE:
CHW3M
CREDIT VALUE:
1.0
UNIT TITLE:
Ancient Egypt: Echoes from the Nile
UNIT DEVELOPERS:
Shannon Lee, Michael Mavin, Dilip Muthukrishnan, &
Lindsay Watt
DEVELOPMENT DATE:
February 16, 2010 (Tuesday)
2
TABLE OF CONTENTS
SECTION
Unit Overview: Graphic Organizer
Unit Description
Unit Overview – EIF and Formatives Chart
Unit Assessment & Evaluation Plan
Activity 6: Culminating Activity
Appendix 6.1 – C.A. Task and Expectations
Appendix 6.2 – Self Assessment
Appendix 6.3 – Rubric
Activity 1: Introduction
Appendix 1.1 – Life in Ancient Egypt
Appendix 1.2 – Divided Reading handout
Appendix 1.3 – Archaeology Worksheet
Appendix 1.4 – Tableau Peer Assessment
Appendix 1.5 – Self Assessment on Archaeology study
Activity 2:
Appendix 2.1 – Map of Ancient Egypt
Appendix 2.2 – Geography Placemat
Appendix 2.3 – Peer Assessment on Editorial
Appendix 2.4 – Notemaking Aid
Appendix 2.5 – Graphic Organizer
Appendix 2.6 – Teacher Checklist on Research Skills
Activity 3:
Appendix 3.1 – Trade Routes of Ancient Egypt
Appendix 3.2 – The Economy of Ancient Egypt
Appendix 3.3 – Academic Controversy: Who was the
greatest Pharaoh?
Appendix 3.4 – Steps of the Academic Controversy
Activity 4:
Appendix 4.1 – Primary Source Pictograph Tablets
Appendix 4.2 – Egyptian Daily Life Factsheet
Appendix 4.3 – Literacy Support
Appendix 4.4 – “A Day in the life of…” stories
Appendix 4.5 – ‘Tools of the Trade Challenge’
Appendix 4.6 – Hieroglyphic Tablet
Appendix 4.7 – Hieroglyphics package
Activity 5:
Appendix 5.1 – Concept Pattern Organizer
Appendix 5.2 – The Story of Re
Appendix 5.3 – Isis and Osiris
Appendix 5.4 – The Seven Years’ Famine
Appendix 5.5 – The Land of the Dead
Appendix 5.6 – Rose-red Slippers
Appendix 5.7 – Create-A-Myth
Appendix 5.8 – Crossword Puzzle
Appendix 5.9 – KWL Chart
Appendix 5.10 – Evolution of the Tombs
Appendix 5.11 – Debate Rubric
Appendix 5.12 – Mummification Story
Annotated Works Citied
AUTHOR(S)
Michael
Lindsay/Shannon
Lindsay
Dilip
Dilip/Lindsay/
Mike/Shannon
PAGES
3
4-5
6-8
9
10-16
Shannon
17-25
Shannon
26-34
Michael
35-44
Lindsay
45-59
Dilip
60-93
Shannon
94-96
3
COURSE TITLE: WORLD HISTORY TO THE 16TH CENTURY
COURSE TYPE: UNIVERSITY / COLLEGE PREPARATION
COURSE CODE: CHW3M
GRADE: 11
CULMINATING ACTIVITY
DISCOVERY OF A TIME CAPSULE
An excited team of archaeologists discover a time capsule from ancient Egyptian times
containing four artefacts that demonstrate why Egypt was a great civilization that is still
studied today. This happy team must justify on their fancy computers with the typed word
and with their incredible oral presentation skills the categories / criterion that are common
to all great civilizations and why the artefacts prove that Egypt was one of these great
civilizations.
MHV.03
Communicate the results
of historical inquiries, using
appropriate terms
CHV.02
Analyze the contributions of
various individuals and groups
to the development of arts,
knowledge, and religion
ACTIVITY NUMBER/NAME
COV.02
Analyze how selected
societies have evolved
and responded to
challenges
FORMATIVE ASSESSMENT
TIMING
150 minutes
3: Bureaucracy: Power of the Pharaohs
Peer Assessed Tableau;
Self Assessed Historical Thinking
Teacher Assessed Research Skills; Peer
Assessed Editorial
Peer Assessed Academic Controversy
4: Social Structure: The Family and Society
Peer Assessed Skit; Personal Response
225 minutes
Peer Assessed Creative Writing;
Teacher Assessed Debate
Teacher Evaluated Rubric;
Self Assessed Collaboration
225 minutes
1: Introduction: The Roots of a Civilization
2: Geography: The Gift of the Nile
5: Religion: The Gods, the Afterlife, and the
Pyramids
6: Culminating Activity: Discovery of a Time Capsule
150 minutes
225 minutes
300 minutes
TOTOL: 1275 minutes
4
UNIT DESCRIPTION
Rationale
The purpose of this unit is for students to take on an authentic role to understand the
position of ancient civilizations and their greater historical significance. Students are
require to gain an understanding of what it means to be a great civilization and make
their own historical judgements on what aspects of the civilization are most relevant,
including what factors contribute to the creation and sustainability of civilizations.
This is meant to fit in as the second unit of the course on World History to the Sixteenth
Century, and it will serve as an introduction to the first examples of civilizations.
Students will learn about the various aspects of a culture including political, social, and
religious themes, in order to grasp the bigger picture. This is a crucial process to help
students see how and why humans are connected. Students will critically analyze
information provided to them in class, and conduct their own research to communicate
historical results in a variety of methods.
Image of Learner
This unit was designed for a secondary school in Streetsville, Ontario. Streetsville is a
very well established community in the GTA. The schools population is very culturally
and ethnically diverse and the students mostly come from an upper middle socio
economic class.
This is a grade eleven university/college course, creating a class with a variety of
learners and with a range of prior academic experience. The class consists of 24
students, 51% being female and 49% being male. The majority of the students are
planning on advancing to a post secondary education, with 70% of the class in the
university stream and 30% in the college stream. This is an elective course, so the
students who have chosen to be in this class have done so for interest in the topic. As
this is only the second unit in the course, the student’s prior knowledge is limited to
grade 10 history skills and the skills that were taught in the first unit. Prior knowledge on
content is minimal.
The teacher must make accommodations for the ethnically and culturally diverse class.
This can be done by educating about the Egyptian culture with respect and with an
awareness of educating about differences. A variety of teaching strategies will
accommodate for the different learning styles in the classroom. Specifically, there is
also a student in the class with a hearing impairment. This requires all instructions to be
given both orally and written.
Design Process
The groups first task was to assign roles to each member so that every person was
accountable to the finished project. The planning manager needed to be a good leader,
the research manager must have the drive to discover new information, the A and E
manager would be an expert in all types of assessment, and finally the presentation
manager would benefit from being artistic and innovative. Our team divided up very
smoothly, since we had a great variety of personalities and strengths.
Once our roles had been assigned, we started the backward design process in order to
complete the unit. We went through the curriculum expectations in the World History to
the Sixteenth Century course, and chose the most important ones to cover in our unit on
Ancient Egypt and Mesopotamia. We then performed the EIF (Enduring, Important,
Formative) test on the expectations, making all overall expectations into Enduring, and
5
all Methods of Historical Inquiry expectations either Enduring or Important. The
Enduring expectations became the outline for our culminating activity. After some group
brainstorming, we came up with the idea to have the students create a time capsule of
ancient artefacts. This would fit well with our big ideas running throughout the unit –
mainly, what makes a successful civilization?
Once our culminating activity was finalized, we divided the activities thematically and
ensured that all expectations would be covered. The introductory activity would give
time for students to explore what is meant by the term civilization, and what aspects or
characteristics ensure a great civilization. This activity is also used to introduce students
to Mesopotamia as they use archaeological evidence to analyze what Mesopotamian
society was like. The remaining activities are only on Egypt.
The most challenging task was ensuring that every activity related significantly to the
culminating activity. It was difficult to pull out the real skills (regardless of content) from
the culminating, but with some teamwork we all managed to realize the methods being
asked of our students, and how to provide formative assessment to prepare them for
the summative evaluation in the time capsule assignment. Then, it was all about
expanding on the activities to create 150-225mins of material for each theme.
The very last stage was determining that there was not any overlap between the
individual activities, and ensuring the flow and logic behind each activity. Each role was
required to complete an aspect of the finished copy and it was all bound in one booklet,
and named “Egypt: Case study of an Ancient Civilization”.
6
Expectation EIF
Code
Type
Overall
E COV.02
Expectation Description
analyse how selected societies have evolved and responded to
challenges
E
CCV.02 analyse the factors that contributed to the maintenance of
stability and continuity in a variety of societies from earliest
times to the sixteenth century
E
CHV.02 analyse the contributions of various individuals and groups to the
development of arts, knowledge, religion, and technology prior
to the sixteenth century
E
SEV.01
E
MHV.03 communicate the results of historical inquiries, using appropriate
terms and concepts and a variety of forms of communication
I
CO2.02 analyse factors that allowed certain societies to thrive (e.g.,
abundance of natural resources, legal and military traditions,
position on trade routes, common beliefs, strength of
leadership)
E
CO2.03 assess the criteria by which historians judge societies to have
become “civilizations” (e.g., lasting influence of cultural
contribution, longevity, significance of role in events of the
period)
F
CC1.03
describe the roles of selected individuals and groups in the
process of change (e.g., Akhenaton, Nebuchadnezzar II,
Socrates, Augustus, Peter the Apostle, Alexander the Great,
Constantine I, Charlemagne, Jeanne d’Arc; the Aryans, the
Babylonians, the Vikings, the Mongols)
I
CC2.01
identify forces that tended to reinforce stability and continuity in
the world before the sixteenth century (e.g., established
religious beliefs, traditional family roles, administrative
bureaucracies)
F
CH1.01
describe the contributions of various individuals and groups to
the development of legal, political, and military traditions in
societies prior to the sixteenth century (e.g., Hammurabi,
Moses, the Zhou dynasty, Sun-Tzu, Justinian, Charlemagne,
Richard I, the Shogunate)
F
CH2.03
explain the role of significant individuals or groups in the
analyse the development and diversity of social structures in
various regions of the world prior to the sixteenth century
Specific
7
development of world religious traditions (e.g., shamanistic
figures, Siddhartha Gautama [Buddha], Jesus Christ,
Muhammad, Guru Nanak)
I
SE1.02
analyse the factors that influenced the development of a variety
of forms of social structure (e.g., scarcity of resources and
nomadic society, threat of invasion and militaristic society,
religion and monastic society, industrial technology and urban
society)
I
SE1.03
compare the roles of women in early societies and those in more
complex societies (e.g., child rearer, gatherer, educator,
“keeper of the hearth”, priestess, political leader, farmer,
artisan)
F
SE2.02
analyse the effects of innovations and inventions (e.g., discovery
of fire; domestication of plants and animals; use of metals;
development of written communication; invention of the wheel,
the plough, and the shaduf; innovations in irrigation;
development of currency) on the functioning of various
economic structures
F
SE2.03
describe the roles of women, men, and children in the
economies of selected societies (e.g., gatherer, peasant,
crafts-person, indentured labourer).
F
SE3.03
evaluate the influence of women in the political life of selected
societies (e.g., Hatshepsut, Empress Wu Chao, Julia Mamaea,
Eleanor of Aquitaine, Isabella d’Este)
E
MH1.04 organize and record information gathered through research,
using a variety of methods (e.g., summaries, lecture notes,
note taking, visual organizers, maps)
E
MH2.01 analyse information, employing concepts and theories
appropriate to historical inquiry (e.g., chronology, cause and
effect, short- and long-term consequences)
E
MH3.01 express ideas, arguments, and conclusions, as appropriate for
the audience and purpose, using a variety of styles and forms
(e.g. reports, essays, seminars, debates, group presentations)
8
UNIT OVERVIEW
Activity
Title
Description
Expectations
Assessment
Strategies
Activity 1
(Intro)
The Roots of
a Civilization
Characteristics of a
civilization and determining
the most significant through a
tableau presentation. Apply
knowledge and analyze
archaeological evidence to
interpret history.
Analyzing the influence of
geographic features to the
success of ancient Egypt.
Independent study and the
development of research
skills to discover the role of
agriculture.
Students will learn about the
bureaucracy, economic
structure, and the Pharaohs
of ancient Egypt. They will be
assigned a Pharaoh and
justify why this Pharaoh was
the greatest King/Queen of
ancient Egypt by participating
in a academic controversy.
Students analyze daily life,
social roles, trades, and
writing through various
mediums; culminating in a
written hieroglyphic/English
skit performed for the class
and a personal response to
the material.
Investigating Egyptian
mythology through group
readings, evolution of burial
practices through a case
study on mummification, and
the mystery of the great
pyramids through a formal
classroom debate.
Students role play as
archaeologists who “discover”
an ancient Egyptian time
capsule. Each team
constructs their own filled with
artifacts and written critical
analysis then presents
findings to the class.
COV.02
CCV.02
CO2.02
CO2.03
MH1.04
MH2.01
Tableaux
COV.02
CCV.02
CO2.02
SE2.02
MH1.04
Editorial
CCV.02
CO2.02
CC1.03
CC2.01
CH1.01
SE2.02
SE3.03
Academic
Controversy
SEV.01
MHV.03
CC2.01
SE1.03
SE2.03
MH2.01
Numbered
Heads
CHV.02
MHV.03
CCV.02
CH2.03
CO2.02
CC2.01
MH1.04
MH3.01
COV.02
CCV.02
CHV.02
SEV.01
MHV.03
CO2.03
MH3.01
MH1.04
Creative Writing
Activity 2
The Gift of
the Nile
Activity 3
Power of the
Pharaohs
Activity 4
The Family
and Society
Activity 5
Activity 6
(C.A.)
The Gods,
the Afterlife,
and the
Pyramids
Discovery of
a Time
Capsule
Historical Inquiry
Research Skills
Written &
Performed Skit
Jigsaw
Debate
Rubric
9
UNIT ASSESSMENT & EVALUATION PLAN
C.A. Summative Evaluations & Formative Assessments
Achievement Chart Strategies
Tools
Task/Topic
Focus
Assessor
(P/S/T)
Summative Performance Task: Civilization Time-capsule
1. Choice of Artifacts
2. Written Report
3. Presentation
Application
Thinking
Communication
Research
Historical Inquiry
Role Play
Rubric
Rubric
Rubric
Teacher
Teacher
Teacher
Formative Assessment Tasks
1. The Roots of a
Civilization
2. The Gift of the Nile
3. Power of the
Pharaohs
4. The Family &
Society
5. The Gods, the
Afterlife, and the
Pyramids
Communication
Tableau
Checklist
Peer
Thinking/Application
Communication
Historical Inquiry
Editorial
3,2,1 chart
Rating Scale
Self
Peer
Knowledge &
Understanding
Communication
Research Skills
Checklist
Teacher
Academic
Controversy
Checklist
Peer
Thinking
Numbered heads
Verbal critique
Peers
Application
Written &
Performed Skit
Self & Peers
Application
Creative Writing
Response
journal/Peer
checklist and
comment card
Oral feedback
Jigsaw
Reflection
Self
Debate
Rubric
Teacher
Peer
10
CULMINATING ACTIVITY
Activity 6: Discovery of Ancient Egyptian Time Capsule
Time: 300 minutes
Description:
In groups of four, students will take on the role of an archaeology team who has just
made a significant discovery, a time capsule from Ancient Egypt. The task has three
distinct steps. First the students must create the time capsule. This requires them to
research in order to decide which artefacts would be most representative of the society
and artistically create them. Second, they must document their discovery in a written
report that explains the significance of the artefacts. Finally, they will present the
artefacts to a panel of historians (the class).
Strand(s) and Expectations
Strands:
Communities: Characteristics, development and interaction
Change and Continuity
Citizenship and Heritage
Social, Economic and Political Structures
Methods of Historical Inquiry and Communication
Overall Expectations:
COV.02 Analyze how selected societies have evolved and responded to challenges
CCV.02 Analyze the factors that contributed to the maintenance of stability and
continuity in a variety of societies
CHV.02 Analyze the contributions of various individuals and groups to the development
of arts, knowledge, religion and technology
SEV.01 Analyze the development and diversity of social structures in various regions of
the world prior to the sixteenth century
MHV.03 Communicate the results of historical inquiries, using appropriate terms
Specific Expectations
CO2.03 assess the criteria by which historians judge societies to have become
“civilizations” (e.g., lasting influence of cultural contribution, longevity, significance of
role in events of the period)
MH3.01 Express ideas, arguments, and conclusions, as appropriate for the audience
and purpose, using a variety of styles and forms (e.g. reports, essays, seminars,
debates, group presentations)
MH1.04 organize and record information gathered through research, using a variety of
methods (e.g., summaries, lecture notes, note taking, visual organizers, maps)
Planning Notes
 Book library periods for research and group time
 Students required to obtain own materials
11
Prior Knowledge Required
 What determines a successful civilization?
 Various aspects of the Egyptian civilization
 Oral communication skills
 Historical writing
 Historical thinking and inquiry
 Collaborative learning
 Critical analysis skills
 Artistic expression
 Research techniques
 Proper MLA formatting
Teaching/Learning Strategies
1. Hand out to the students the culminating task assignment sheet. Have the students
read out loud what they are required to accomplish. Inform the students the
requirements of the task, the due dates and answer any questions the students may
have.
2. Teacher assigns the students into groups of four. Each student in the group is
responsible for the selection and the creation of one artefact for the time capsule. As
a group, they will create the scenario of their discovery, and coordinate their
presentation.
3. Each group must inform the teacher of their proposed artefacts for their time capsule
for approval.
4. Students will be given two classes in the library to research and/or work on the
content of their assignment. This will give students access to computers and books
to research their topic and time to work as a group to coordinate the completion of
the assignment. The teacher will use this time to assess the student’s progress and
ensure that they are on task for success. Students must complete all unfinished
components on their own time.
5. Students are required to present their time capsule to the class. The presentation
must be “in role” as an archaeology team and explain the significance of their
“findings”.
6. Students are required to submit a self assessment of their contribution to the final
product and how well they performed within the group.
Assessment/Evaluation Techniques
Teacher Evaluated Rubric – see Appendix 6.3
Accommodations
- teacher assigns groups based on various learning styles and abilities
- class time for access to computers
Appendices
Appendix 6.1 – C.A. Task and Expectations
Appendix 6.2 – Self Assessment
Appendix 6.3 – Rubric
Appendix 6.1 – C.A. Task and Expectations
12
Discovery of a Time Capsule
Expectations:
COV.02 Analyze how selected societies have evolved and responded to challenges
CCV.02 Analyze the factors that contributed to the maintenance of stability and
continuity in a variety of societies
CO2.03 assess the criteria by which historians judge societies to have become
“civilizations”(e.g., lasting influence of cultural contribution, longevity, significance of role
in events of the period)
CHV.02 Analyze the contributions of various individuals and groups to the development
of arts, knowledge, religion and technology
SEV.01 Analyze the development and diversity of social structures in various regions of
the world prior to the sixteenth century
MHV.03 Communicate the results of historical inquiries, using appropriate terms
MH3.01 Express ideas, arguments, and conclusions, as appropriate for the audience
and purpose, using a variety of styles and forms (e.g. reports, essays, seminars,
debates, group presentations)
MH1.04 organize and record information gathered through research, using a variety of
methods (e.g., summaries, lecture notes, note taking, visual organizers, maps)
The Scenario:
You are on a team of archaeologists who have been working in excavation sites in
Egypt for the past six months. Just when it seems like there is nothing left to uncover,
your team makes a ground breaking discovery, a time capsule from ancient times. This
discovery gives incredible insight into the success of ancient civilizations, so you are
asked to record and to present your findings to the academic community. You are
required to produce a written report on the historical significance of the contents in the
time capsule and you will present your findings to a group of historians.
What do you need to do?
In groups of four, you will take on the persona of a team of archaeologists who have just
discovered a time capsule from Ancient Egypt. To complete this assignment you will
need to:
 Create a time capsule with at least four different artefacts from Ancient Egypt

Write a written report on the historical significance of each artefact

Present your artefacts to the class
1: Create a Time capsule
- You must select and create at least 4 key artefacts from Egypt that you believe
are the most significant to their success as a civilization.
-
Each member of the group is responsible for creating at least one artefact
Appendix 6.1 – C.A. Task and Expectations cont’d
-
13
Artefacts must represent a broad understanding of civilization and come from at
least four different categories (categories: culture, politics, geography,
science/technology, art, religion)
-
The time capsule must be cohesive (artefacts must reflect who created the time
capsule, cannot have more than one artefact the same.)
-
You will need to construct a “capsule” that will hold all of the artefacts.
Step 2: Written justification
- Write a report on the historical significance of your time capsule. Each group
member is responsible for writing at least one paragraph on the significance of
their artefact. Make sure you include the following information in your response.








-
Name the artefact.
What major category does this artefact fall under and why?
Are there any minor category you feel this article overlaps with?
Why are these categories significant to the success of ancient
civilizations?
Why was this specific artefact significant to the civilization it applies
to?
Why is the specific artefact important to learn about today?
Why is this category significant to learn about in this course?
anything else you think is important to discuss
As a group, you must complete an introductory paragraph and a concluding
paragraph that addresses the significance of the time capsule as a whole.
Step 3: Present your discovery
- Present your time capsule to the class.
-
You are required to tell the story of how you discovered the time capsule and
what it means to the study of Ancient Egypt.
-
Each group member is responsible for presenting the significance of their own
artefact.
14
Appendix 6.2 – Self Assessment
Self Reflection
Name: _____________________ Group Members: ____________________________
Project Title: ___________________________________________
Rate your group on a 1 to 5 basis.
(1= poor; 2=fair; 3=good; 4=very good; 5=excellent)

I worked cooperatively with all group members
1
2
3
4 5




I participated in the planning and creation of all
common elements
I was satisfied with the outcome of our performance
task
We used our group time efficiently, without misusing
time
We accomplished what we set out to complete
1
2
3
4 5
1
2
3
4 5
1
2
3
4 5
1
2
3
4 5
Personal Assessments and Observations.
Did you feel satisfied with your contribution to the final product?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Do you think that the assignment was completed fairly by all group members?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
What could you or your group have improved to produce a better finished project?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
What have you learned from working with others?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
S.L adapted from Research Success, 2005.
Appendix 6.3 – CA Rubric
15
Rubric for Discovery of a Time Capsule
Level 1
Level 2
Level 3
Level 4
Criteria
Artefacts
Knowledge/Understanding
Time capsule includes at least 4
artefacts that show an
understanding of what
constitutes a civilization
The artefacts
chosen
demonstrate
little
understanding of
what constitutes
a great
civilization.
The artefacts
chosen
somewhat
demonstrate an
understanding of
what constitutes
a great
civilization.
The artefacts
chosen clearly
demonstrate an
understanding of
what constitutes
a great
civilization.
The artefacts
chosen
demonstrate an
exceptional
understanding of
what constitutes a
great civilization.
CCV. 02, CO2.03
5.1
6.1
7.1
8.2 8.5 9.0 9.5 10
5.4
5.8
6.4
6.8
7.4
7.8
Application
Artefacts show a clear
connection to Egypt and the
broader significance of what
makes up a civilization.
The artefacts
chosen show
very little
connection to
Egypt.
The artefacts
chosen establish
some
connections to
Egypt.
The artefacts
chosen show
significant
connections to
Egypt.
The artefacts
chosen show
strong connections
to Egypt.
C02. 03
5.1
6.1
7.1
8.2 8.5 9.0 9.5 10
5.4
5.8
6.4
6.8
7.4
7.8
Written Report
Thinking
Paragraph on the significance
of the artefact includes critical
thinking skills, analysis, and
drawing conclusions. This is
done by addressing all
questions.
CHV. 02, SEV.01, CCV.02,
COV.02
The paragraph
only scarcely
addresses the
questions that
were posed but
there is no
evidence of
critical analysis.
The paragraph
addresses the
questions that
were posed but
there is very little
evidence of
critical analysis.
The paragraph
does address
and critically
analyze all the
questions that
were posed but
does not draw
any significant
conclusions
The paragraph
addresses and
thoroughly
analyzes all the
questions that
were posed
through a critical
lens and draws
significant
conclusions.
5.1
6.1
7.1
8.2 8.5 9.0 9.5 10
5.4
5.8
6.4
6.8
7.4
7.8
Communication
Paragraph clearly
communicates the relevance of
the artifacts to the categories
demonstrated in an organized
manner using appropriate
terminology.
Paragraph only
barely
establishes the
relevance of the
artifacts chosen
to the
categories.
Communication
skills are poor.
Paragraph
somewhat relates
the artifacts to
the categories in
an organized
manner using
appropriate
language.
Paragraph
clearly relates
some of the
artifacts to some
of the categories
but the analysis
is not thorough.
Paragraph clearly
communicates the
relevance of the
artifacts to the
categories in a
thorough and
organized manner
using appropriate
language.
MHV.03, MH1.04
5.1
6.1
7.1
8.2 8.5 9.0 9.5 10
5.4
5.8
6.4
6.8
7.4
7.8
Appendix 6.3 – CA Rubric contd
16
Presentation
Communication
Group members orally express
their ideas, arguments, and
conclusions in an organized
manner, about the artifacts
included in their time capsule,
and their relevance to success
of civilizations.
Group members
are barely able
to orally express
their ideas and
research about
their chosen
artifacts.
Group members
are able to orally
express their
ideas and
research about
their chosen
artifacts but fail
to delve into any
depth about their
relevance to the
success of
civilizations
Group members
orally express
their ideas and
research about
their chosen
artifacts in a
clear way, but
their analysis is
not thorough.
Group members
orally express their
ideas and research
about their chosen
artifacts in a clear
and organized
manner and
successfully
establish their
relevance to the
success of
civilizations.
MH3.01
5.1
6.1
7.1
8.2 8.5 9.0 9.5 10
5.4
5.8
6.4
6.8
7.4
7.8
17
SAMPLE ACTIVITY PLANS
INTRODUCTION
Activity 1: What is a civilization? Mesopotamia: A Case Study
Time: 150 minutes
Description:
In this activity, students are introduced to the concept of “civilization”. Through a divided
reading strategy and a question handout, students will learn the characteristics of a
civilization. They will then apply this knowledge to a case study of Mesopotamia, one of
the first ancient civilizations. Students will investigate archaeological discoveries from
Mesopotamia to determine what life was like in this society.
Strand(s) and Expectations
Strand(s):
Communities: Characteristics, Development and Interaction
Change and Continuity
Methods of Historical Inquiry and Communication
Overall Expectations:
COV.02- analyse how selected societies have evolved and responded to
challenges
CCV.02 analyse the factors that contributed to the maintenance of stability and
continuity in a variety of societies from earliest times to the sixteenth century
Specific Expectations
CO2.02 analyse factors that allowed certain societies to thrive (e.g., abundance of
natural resources, legal and military traditions, position on trade routes, common beliefs,
strength of leadership)
CO2.03 Assess the criteria by which historians have judged societies to become
“civilizations” (e.g., lasting influence of cultural contribution, longevity, significance of
role in events of the period)
MH1.04 organize and record information gathered through research, using a
variety of methods (e.g., summaries, lecture notes, note taking, visual organizers,
maps)
Planning Notes
 Photocopy appendix 1.1 onto an overhead
 Photocopy appendix 1.2 for students
 Photocopy appendix 1.3 for students
 Photocopy appendix 1.4 for students
 Check IEPs for identified students and suggested accommodations
Prior Knowledge Required
 Knowledge of historical thinking skills
18


Collaborative learning strategies
Unit 1- Neolithic societies
Teaching/Learning Strategies
1. The teacher must become familiar with the requirements for the culminating activity.
Students should be given the assignment and the rubric early in the unit to allow
them to begin to research the contents for their time capsule.
2. Mental Set- picture analysis. The teacher will tap into the student’s prior knowledge
and diagnose what the students know about civilizations through the analysis of a
picture (appendix 1.1). The teacher asks questions such as what do you see? What
does this tell you about Egyptian civilization? Is there anything that surprises you?
Point out all of the intricacies of the picture to introduce them to all facets of Ancient
Egyptian society.
3. The teacher poses the question-what is a civilization? The students will get into pairs
for a think/pair/share strategy to come up with possible answers to the question. The
teacher then brings the question back to a class discussion and creates a mind map
on the board from the class’s responses. The teacher can prompt the students by
creating a scenario where the class is dropped on another planet and ask them what
they would need to survive and then what they would need to thrive and develop as
a society.
4. Divided reading strategy to learn about the characteristics of a civilization. The class
is divided into groups of four and are instructed to letter themselves off, A through D.
The groups are required to read from their textbook, Echoes from the Past. Each
letter is responsible for reading a section of the text and answers their corresponding
question in the student handout (appendix 1.2). The teacher informally assesses the
students on their ability to complete their work independently.
5. The final question on the divided reading handout requires the groups to perform a
tableau to the class of the three characteristics they believe to be the most
significant. The teacher will informally assess the student’s ability to work with their
groups and finish their task. A formal peer assessment (appendix 1.4) will be
completed by a group of peers during the performances.
6. Students will use what they have learned about the various characteristics of
civilizations to investigate the nature of one of the world’s first civilizations,
Mesopotamia. The students will work in pairs to complete the archaeology
worksheet (appendix 1.3). They will analyze artefacts discovered from Mesopotamia
excavation sites, to better understand the civilization. Once they have completed the
task, they will be given a self assessment chart (appendix 1.5). Each student will
complete their own self assessment, and then share what they have written with
their table in a group discussion.
Assessment/Evaluation Techniques
Task/Topic
Achievement
Chart Focus
1. Characteristics of Communication
a Civilization
2. Interpreting
Thinking/Application
archaeological
evidence from
Mesopotamia
Strategies
Tools
Assessor
Tableau
Rating
Scale
3,2,1
Chart
Peer
Historical
Inquiry
Self
19
Accommodations
- Students are grouped according to abilities
- Instructions given both orally and in writing
- Variety of teaching strategies to accommodate for different learning styles
Resources
Print
Newman, Garfield et. Al. Echoes From the Past: World History to the 16th
Century. Teacher’s Resource. McGraw-Hill Ryerson School, 2001
Electronic
Ancient Mesopotamia: This History Our History. 14 Jan. 2010.
<http://mesopotamia.lib.uchicago.edu/>
Painting in Ancient Egypt. 21Jan. 2010.<http://www.lovertif.com/painting.html>
Appendices
Appendix 1.1 – Life in Ancient Egypt
Appendix 1.2 – Divided Reading handout
Appendix 1.3 – Archaeology Worksheet
Appendix 1.4 – Tableau Peer Assessment
Appendix 1.5 – Self Assessment on Archaeology study
20
Appendix 1.1- Life in Ancient Egypt
http://www.love-egypt.com/painting.html
21
Appendix 1.2- Divided Reading Handout
Characteristics of a Civilization


As a group, you will read pg 36 to 38 of your textbook about the
characteristics of a civilization
Divide the group into A, B, C and D and each person read and respond to the
question assigned. All do question 5 together.
1. Why are a central government and agricultural intensification important
characteristics of a civilization? Include at least three main points for each
characteristic. (pg 36-37)
2. Why are a specialization in occupations and class structure important
characteristics of a civilization? Include at least three main points for each
characteristic. (pg 37)
3. Why are merchants and trade and development of science and writing
important characteristics of a civilization? Include at least three main points for
each characteristic. (pg. 38)
4. Why is state religion an important characteristic of a civilization? Include at least
three main points. (pg 38)
5. A) As a group, share and record your responses to the previous questions.
b) Discuss the importance of these characteristics to the success of a civilization.
Choose the three most significant characteristics that your group agrees upon
and present them to the class in a series of tableaus
S.L. Adapted from J.H.W
22
Appendix 1.3- Archaeology Worksheet
Words to Know!
Archaeology
Artefact
Cuneiform
Excavations
Fragment
Mesopotamia
Primary Source
Primary Sources
are information or
material that was
created or used
during the time under
study.
Mesopotamia means “the land between two rivers” and refers to the
area between the Tigris and the Euphrates Rivers in modern day Iraq.
Known as the cradle of western civilization, this area was one of the
first to be inhabited by large urban settlements. The rivers supported
a rich agricultural community, and towns and cities were created. The
richness of Mesopotamia made it attractive for neighbouring peoples,
and its lack of mountains made it fairly difficult to protect against
invaders. The result was numerous invasions through the history, and
many times foreign warlords replace the existing rulers. The threat
from the neighbours was another reason for establishing the cities as
they could be fortified and defended. Mesopotamia was very culturally
rich. A lot of mathematical and astronomical science owes its
beginnings to the Mesopotamians. They developed the sexagesimal
system, which was used for all types of calculations and is still used
for the clock all around the world. Also, it was in Mesopotamia that
cuneiform writing was developed, which allowed the creation of high
value literature.
Much of Mesopotamia remained buried in the desert for thousands of years. Within
the last two hundred years, archaeologists have excavated buildings and objects that
have allowed historians to interpret what Mesopotamian society was like. Now it is
your job to be the historian by analyzing and interpreting primary sources. The
following are pictures of actual artefacts that have been found in the desert where
Mesopotamia once thrived. It is your job to analyze the objects to determine what
Mesopotamian society was like.
Use an organizer like this to help you analyze the following artefacts
artefacts.
Name of the
Artefact
How was the artefact used? What does
this tell you about Mesopotamian
society?
What is it made of? What does this tell
you about Mesopotamian society?
Husking Tray
This clay husking tray with roughened bottom
and oval shape was discovered at the site of
Matarrah in present day north-central Iraq.
Ancient peoples used trays like this one to
process grain, which was rubbed across the
bottom to remove the outer husk.
23
Appendix 1.3- Archaeology Worksheet cont’d
Fragment of an "Amarna Letter"
This is a fragment of a clay tablet containing a letter
that was found at Tell el-Amarna, Egypt. It was sent
from King Tushratta of Mitanni to Queen Tiy of Egypt.
In it, the king complains that statues sent to him by
the queen's son were not of solid gold, as had been
promised, but were made only of wood overlaid with
gold.
Male Worshipper Statuette
Scholars believe that worshipper statuettes
were placed in temples to stand in
perpetual prayer while their owners went
about their daily lives. It is one of a
number of statuettes found buried in a pit
next to the altar of the Abu Temple at Tell
Asmar.
Pull-Toy
Found in a temple, this hollow,
baked clay vessel with a ram's head
spout is thought to have been used
as a pull-toy for children.
Bronze Mirror
This polished bronze mirror is an example
of one of the many types of personal
grooming implements found in the private
homes of many ancient Mesopotamians.
Other such implements included combs
made from wood or ivory, and tweezers
made of copper or silver.
How does examining these artefacts help you to gain
a better understanding of the Mesopotamian
civilization?
Created by S.L
Appendix 1.4- Tableau Peer Assessment
24
Tableau Peer Assessment
Presenter:______________________
Criteria
Clearly
Somewhat
Beginning
Comments
Participation fairly
distributed
Team work apparent
Clear demonstration of
the characteristics
Showed artistic
creativity
S.L adapted from J.H.W
Appendix 1.5 – Self Assessment on Archaeology study
25
Reflective Self Assessment
Name:_________________________
What do you know about doing history?
What do want to know about studying primary sources?
What have you learned from completing the artifact analysis?
S.L adapted from J.H.W
26
Activity 2: The Gift of the Nile
Time: 150 minutes
Description
In this activity, students will learn about the importance of the geographic features of
Egypt to its success as an early civilization and the role of agriculture for the survival of
the society. Through a mini lecture, class discussion, and independent reading,
students will learn about the various geographic features of Egypt and discover their
importance to the survival of Egypt. In an independent research task, students will
develop their research skills to discover the role of agriculture in Ancient Egyptian
society.
Strand(s) and Expectations
Strand(s):
Communities: Characteristics, Development and Interaction
Change and Continuity
Methods of Historical Inquiry and Communication
Overall Expectations:
COV.02- analyse how selected societies have evolved and responded to
challenges
CCV.02 analyse the factors that contributed to the maintenance of stability and
continuity in a variety of societies from earliest times to the sixteenth century
Specific Expectations
CO2.02 analyse factors that allowed certain societies to thrive (e.g., abundance of
natural resources, legal and military traditions, position on trade routes, common beliefs,
strength of leadership)
SE2.02 analyse the effects of innovations and inventions (e.g., discovery of fire;
domestication of plants and animals; use of metals; development of written
communication; invention of the wheel, the plough, and the shaduf; innovations
in irrigation; development of currency) on the functioning of various economic
structures
MH1.04 organize and record information gathered through research, using a
variety of methods (e.g., summaries, lecture notes, note taking, visual organizers,
maps)
Planning Notes
 Photocopy appendix 2.1 onto overhead
 Photocopy appendix 2.2 for students
 Photocopy appendix 2.3 for students
 Photocopy appendix 2.4 for students
 Photocopy appendix 2.5 for teacher assessment
 Book a class period in the computer lab
27
Prior Knowledge Required
 Characteristics of a civilization
 Collaborative learning
 Research skills
 Computer skills
Teaching/Learning Strategies
1. This activity will begin by getting the students moving around and tapping into their
prior knowledge about Ancient Egypt by using the huddle strategy. The teacher will
pose three questions and allow time for the students to discuss their answers. The
questions are: What do you know about Ancient Egypt? Which geographic features
influence Egypt? Describe the difference between the red lands and the black
lands?
2. Put the map of Egypt (appendix 2.1) on the overhead. Describe the role of
geographic features to a civilization explaining what is meant by the red lands
(providing wealth) and the black lands (providing protection). Through lecture,
questioning and discussion, the class will help label the main geographic features of
Egypt on the map. The students will have their own copy of the map (appendix 2.2)
that they will use to record this information for their own notes.
3. The students will use their textbook to complete their geography worksheet
(appendix 2.2), which requires them to read and record their own notes on the
geographic features of Ancient Egypt. The final instruction on the handout asks them
to use the information they have learned to write an editorial that determines which
geographic feature was the most significant to the success of Ancient Egypt. They
will have class time to complete this written exercise.
4. Each student is required to peer assess one other student’s editorial. They will use a
rating scale (appendix 2.3) to give them direction on how to properly assess the
work.
5. A full period will be allocated to developing research skills and individual learning.
The students are asked to investigate the role of farming in Ancient Egypt. They will
be given a full period in the computer lab to conduct their research. The topic given
to the students is vague, farming in Ancient Egypt, to allow the students to take the
research wherever they want it to go. They are required to use the note making aid
(appendix 2.4) to guide them in their research. Once they have completed their
research, they will fill in a graphic organizer (appendix 2.5) to manage their ideas.
6. The students note making aid and graphic organizers will be assessed by the
teacher using appendix 2.6. It is important for the students to get feedback from the
teacher on their research skills as it is a vital component of their culminating task.
28
Assessment/Evaluation Techniques
Task/Topic
Achievement
Chart Focus
1. Which geographic
Communication
feature was the most
important to the
success of Ancient
Egypt?
2. Research the affect
Knowledge &
of farming on the
Understanding
Ancient Egyptians.
Strategies
Tools
Assessor
Editorial
Rating Scale
Peer
Research
Skills
Checklist
Teacher
Accommodations
- Students are grouped according to abilities
- Instructions given both orally and in writing
- Variety of teaching strategies to accommodate for different learning styles
Resources
Print
Newman, Garfield et. Al. Echoes From the Past: World History to the 16th
Century. Teacher’s Resource. McGraw-Hill Ryerson School, 2001
Newman, Garfield et. Al. Echoes From the Past: World History to the 16th Century.
Teacher’s Resource. McGraw-Hill Ryerson School, 2001.
Research for Success @ Your Library: A Guide for Secondary Students. Toronto:
Toronto District School Board, 2005
Electronic
Teaching Today. The McGraw-Hill Companies. Feb 11. 2010.
< http://www.glencoe.com/sec/teachingtoday/weeklytips.phtml/31>
Appendices
Appendix 2.1- Map of Ancient Egypt
Appendix 2.2- Geography Placemat
Appendix 2.3- Peer Assessment on Editorial
Appendix 2.4-Notemaking Aid
Appendix 2.5-Graphic Organizer
Appendix 2.6- Teacher Checklist on Research Skills
Appendix 2.1- Map of Ancient Egypt
Newman, Garfield et. al. Echoes From the Past: World History to the 16th
Century. Teacher’s Resource. McGraw-Hill Ryerson School, 2001.
29
Appendix 2.2– Geography Placemat
30
Get Thinking! How did geography affect the stability of the Ancient Egyptian state?
1. Mark the geographic features discussed in class on the following map of Ancient Egypt
2. Read your textbook and take notes on the 4 major geographic features of Egypt
that affected its ability to survive as a great civilization (pg. 56-57) Use this chart
to organize your information.
On a separate piece of paper, write an editorial
that decides which geographic feature was the
most important to the stability and continuity of
Ancient Egypt. Make sure you give your article
a catchy title.
Need to Know! An Editorial is
a piece of writing that promotes
your opinion or perspective on
an issue.
Created by S.L
Appendix 2.3 – Peer Assessment on Editorial
31
Peer Assessment- Editorial
Name:___________________________
Rate each category on a scale from 1 to 5
(1=poor; 2=fair; 3=good; 4=very good; 5= excellent)
The editorial has a catchy title that indicates the position of the article
1
2
3
4
5
Comments:
The editorial took a clear position that was stated early in the article
1
2
3
4
5
Comments:
There is at least three pieces of evidence that support the editorials opinion
1
Comments:
2
3
4
5
The article was persuasive and well written (grammar, spelling, flow)
1
2
3
4
5
Comments:
Created by S.L
32
Appendix 2. 4– Note Making Aid
Name: ______________________
GENERIC SOURCE
Author(s)
Article Title
Title
Place of Publication
Web Address
Type of Media
Publisher
Database
Place of Publication
Date of Access
Publisher
Copyright Date
Pages Used
Page Record main ideas in quotations and point form
notes
Record your own
responses to these ideas
S.L Adapted from Research Success, 2006
Appendix 2.5 – Graphic Organizer
33
34
Appendix 2.6 – Research Skills: Teachers Checklist
Research Skills-Teacher Checklist
Name: ________________________
Criteria
Clearly
Somewhat
Beginning
Comments
All information for proper
MLA sourcing is
documented
Notes are neat and
organized
Information is taken from
more than TWO sources
Information is taken from
credible sources
Student includes own
opinions/questions
Graphic organizer is
complete and shows logical
connections
S.L. Adapted from J.H.W
35
ACTIVITY 3: Bureaucracy -- Power of the Pharaohs
TIME: 225 minutes
DESCRIPTION: The ancient Egyptians possessed in advanced bureaucratic system at
the head of which was the Pharaoh. The Pharaoh held absolute power and was
considered semi-divine. The students will become familiar with the political structure of
ancient Egypt as well as the powers of the Pharaoh. They will also gain an
understanding of the economic structure of ancient Egypt which placed a strong
emphasis on trade. Finally the students will read up on two of four of the great
Pharaohs whose legacies are still studied by historians today including Hatshepsut,
Tuthmosis III, Tutankhamun, and Ramses II. They will then use this information and
critically decide why their assigned Pharaoh was the greatest Pharaoh ever. The critical
justification skills they develop in proving their Pharaoh was the greatest will be utilized
again in the culminating activity when they will have to justify why certain items would
have been left in a time capsule, each of which helps to prove why Egypt was a great
civilization. The academic verbal component of the academic controversy will also
assist the students in developing their oral communication skills which will be necessary
for the oral component of the culminating activity.
STRANDS:
Communities: Characteristics, Development, and Interaction
Change and Continuity
Citizenship and Heritage
Social, Economic, and Political Structures
OVERALL EXPECTATIONS:
CCV.02 – analyse the factors that contributed to the maintenances of stability and
continuity in a variety of societies
SPECIFIC EXPECTATIONS:
CO2.02 – analyse factors that allowed certain societies to thrive
CC1.03 – describe the roles of selected individuals and groups in the role of change
CC2.01 – identify forces that tended to reinforce stability and continuity in the world
before the sixteenth century
CH1.01 – describe the contributions of various individuals and groups to the
development of legal, political, and military traditions in societies prior to the sixteenth
century
SE2.02 – describe the roles of women, men, and children in the economies of selected
societies
SE3.03 – evaluate the influence of women in the political life of selected societies
PLANNING NOTES:
 Photocopy 30 copies of appendices 3.1 to 3.4 (the extra copies are for the
teacher and for students’ who lose their copies
 Check IEPs for identified students and suggested accommodations
PRIOR KNOWLEDGE REQUIRED:
36


Students will be familiar with various forms of government
Students will have worked with maps before
TEACHING/LEARNING STRATEGIES:
1. All students will participate in an activity called Pharaoh. Instruct students to get
into a circle as subjects and ask a volunteer to stand in the middle of the circle as
the Pharaoh. The Pharaoh will point at a subject who will tell a story beginning
with the prompt, “A long, long time ago there was a Pharaoh who”, and then will
continue telling the story until the Pharaoh spins around and points at another
subject. If the Pharaoh feels that a subject addition to the story does not make
sense or the student hesitates the Pharaoh exclaims, “sleep”, at which point the
subject must pretend to immediately fall asleep and will not participate again until
the story has ended. Repeat the process until the Pharaoh yells “stop”. Run the
activity with a new Pharaoh multiple times. Debrief the activity with the students
asking them how they felt as the Pharaoh and how they felt as the subjects.
Expect to get some responses dealing with the feelings of possessing power
versus the feelings of lacking power.
2. Briefly introduce the political structure of ancient Egypt to the students,
emphasizing the absolute authority and connections to divinity of the Pharaoh.
3. Divide the class into A’s and B’s. Instruct the A’s to read the information under
the subheadings “Political Structures and Traditions” and “Succession” on pages
59 to 61 in the Echoes from the Past textbook. Instruct the B’s to read the
information under the subheading “Legal traditions” on page 61. Instruct the
students to write down three points that they found interesting from the readings.
The class will then do the inside/outside circles activity. Have the A’s stand in a
circle facing outwards (with their points of interest) and then instruct the B’s to
stand in a circle (with their points of interest) facing the A’s so that they are
directly in front of an A. Have the A’s tell the B’s one of the interesting things
they learned. Permit the B’s time to question the A’s on what they A’s said to
create a better understanding. A’s and B’s will switch roles and repeat the same
process. Then Instruct the A’s to stand still while the B’s will shift one person
over in a clockwise direction. Repeat the process 3 times.
4. Hand out the worksheets -- involving marking out Egyptian trade routes on a
premade map and filling in a chart on the economic structure of ancient Egypt -to each student (appendices 3.1 and 3.2). Perform a class read aloud of the
Echoes from the Past text under the subheading “The Role of Trade in Promoting
Change” on pages 59 to 60 and of the text under the subheading “Economic
Structure on pages 61 to 62. The teacher should model good projection by
beginning the reading and reading again somewhere in the middle of the
readings. The rest of the text should be read aloud by different students. Give
the students time in between paragraphs and at the end of the reading to fill in
their copies of the worksheets. Partner up the students and then give them time
to discuss each other’s worksheets with their partners. During this discussion
37
encourage the students to add to their worksheets based upon the discussion
with their partners.
5. Hand out the academic controversy (Note: Michael Mavin heavily adapted the
academic controversy activity found in Beyond Monet) worksheet (appendices
3.3) and the steps to an academic controversy (appendix 3.4) to each student.
Assign students into teams of two who will participate in the academic
controversy with another team assigned by the teacher. The two teams will
make up a group of four. Assign each group two Pharaohs. Two groups will be
assigned Hatshepsut and Tuthmosis III and one group will be assigned
Tutankhamun and Ramses II. Assign each team in the group which Pharaoh
they will attempt to prove was the greatest Pharaoh and which Pharaoh was not.
Instruct each group to read up on their two Pharaohs only in the Echoes from the
Past textbook under the subheadings of the names of their Pharaohs found on
pages 63 to 67. The groups that work on Tuthmosis III should also be assigned
to read the first paragraph on page 64 under the subheading “Egyptian Military
Traditions”. The groups will do the readings, then complete the BEFORE section
of the academic controversy (ac) worksheet (appendix 3.3). They will then
perform the ac and fill out the DURING SECTION. They will then complete the
AFTER section on the worksheet. Please see appendix 3.3 and 3.4 which will
list step by step what the students are doing after they have been assigned their
groups and Pharaohs. The students will then hand in their ac worksheet
(appendix 3.3) to the teacher for an informal assessment.
ASSESSMENT/EVALUATION TECHNIQUES:
Task/Topic
Achievement
Chart Focus
1.Economy/Trade Application
Routes
Strategies
2. The Greatest
Pharaoh
Read Aloud
Verbal
with Worksheet Anecdotal
Comments
Academic
Checklist
Controversy
Communication
Tools
Assessor
(P/S/T)
peer
peer
ACCOMMODATIONS:
 During read aloud call on students who are stronger at reading aloud for the
more difficult passages
 Instructions have been written right into the worksheets as opposed to verbal to
assist the learning of a student who is hearing-impaired
 Ensure a student who is hearing-impaired will be in a group of students who
naturally speak at a higher volume for the academic controversy
 Graphic organizers used to assist the students organize their thoughts especially
for the academic controversy
RESOURCES:
38
PRINT:
Bennet, Barrie and Carol Rolheiser. Beyond Monet: The Artful Science of Instructional
Integration. Bookation Inc, 2008.
Newman, Garfield et. al. Echoes From the Past: World History to the 16th
Century. Teacher’s Resource and CD-ROM. McGraw-Hill Ryerson School,
2001.
Newman, Garfield et. al. Echoes From the Past: World History to the 16th
Century. McGraw-Hill Ryerson School, 2001.
APPENDICES:
Appendix 3.1 – Trade Routes of Ancient Egypt
Appendix 3.2 – The Economy of Ancient Egypt
Appendix 3.3 -- Academic Controversy: Who was the greatest Pharaoh?
Appendix 3.4 – Steps of the Academic Controversy
39
Appendix 3.1
TRADE ROUTES OF ANCIENT EGPYT
On this map of the Mediterranean, indicate the flow of trade goods to and from Egypt. Make
your map visually appealing by using
arrows to indicate the flow of good, labelling your map and incorporating relevant images.
MM adapted from Echoes Blackline Master 1-22
MM adapted from Echoes Blackline Master 1-22
MM adapted from Echoes Blackline Master 1-22
40
Appendix 3.2
THE ECONOMY OF ANCIENT EGPYT
TOPIC
BARTER SYSTEM
SIGNIFICANCE TO ANCIENT EGPYT
AGRICULTURE
THE TRADES
TYPES OF IMPORTS
TYPE OF EXPORTS
MM 2010
41
Appendix 3.3
ACADEMIC CONTROVERSY – Who was the greatest Pharaoh?
My name _______________________________________
Name of team member ____________________________
Names of opposing team__________________________________________________
BEFORE THE ACADMEIC CONTROVERSY
Read over all the pages of this worksheet before continuing. Fill in the following two
bubbles with your team member using information from your assigned reading in your
textbook to prepare for the academic controversy activity. Your points may be the same
ones that your partner uses.
4 PROS PROVING PHARAOH ___________________________ WAS THE
GREATEST PHARAOH
42
Appendix 3.3 contd
2 CONS OF PHARAOH ____________________________ WHICH PROVE HE/SHE
WAS NOT THE GREATEST PHARAOH
DURING THE ACADEMIC CONTROVERSY
As you are listening to what the opposing team is saying copy down your thoughts in
the bubble to be used along with your 2 Cons during the rebuttal stage of the academic
controversy.
NOTES ON WHAT THE OPPOSING TEAM SAYS TO BE USED DURING THE
REBUTTAL STAGE OF THE ACADEMIC CONTROVERSY.
43
Appendix 3.3 contd
AFTER THE ACADEMIC CONTROVERSY
After the academic controversy write down three things you learned about the opposing
team’s Pharaoh. These may or may not be the same as your partner’s points.
THREE THINGS I LEARNED ABOUT THE OPPOSING TEAM’S PHARAOH
Place a checkmark at the end each of the following statements that applies to the
opposing team’s performance in the academic controversy. Place an X after the
statement if it does not apply. Justify why you chose a checkmark or an X underneath
each statement. Hand in to your teacher.
Both team members took an approximately equal amount of time speaking.
The team made a strong attempt to prove their Pharaoh was the greatest.
The team came up with some insightful rebuttals.
The team stuck to the structure of the academic controversy.
The team was polite and courteous.
MM 2010
44
Appendix 3.4
STEPS OF THE ACADEMIC CONTROVERSY
These steps will be timed by the teacher who will notify the students when
each step should begin/end.
STEP ONE:
Team A will have 30 seconds to introduce their greatest Pharaoh of ancient
Egypt.
STEP TWO:
Team B will have 30 seconds to introduce their greatest Pharaoh of ancient
Egypt.
STEP THREE:
Team A will have 90 seconds to state the pros of their Pharaoh which
proves him/her as the greatest.
STEP FOUR:
Team B will have 90 seconds to state the pros of their Pharaoh which
proves him/her as the greatest.
STEP FIVE:
Both teams will have 3 minutes to organize their rebuttals as to why the
other team’s Pharaoh was not really the greatest Pharaoh.
STEP SIX: Team B will have 90 seconds to state their rebuttal.
STEP SEVEN: Team A will have 90 seconds to state their rebuttal.
STEP EIGHT: Team B will have 30 seconds to give a closing statement
summing up their argument.
STEP NINE: Team A will have 30 seconds to give a closing statement
summing up their argument.
MM 2010
45
Activity 4: The Family and Society
Time: 225 minutes
Description:
This lesson will cover the topics of daily life, trades/education, and writing through
analyzing culture, social structure, and familial/professional roles of ancient Egypt.
Formative tasks include a verbal peer critique, as well as a performance. Students are
asked to provide a verbal critique to peers through assessment of the quality of answers
brought back to the group in the numbered heads activity. This is an individual task
addressing positive, negative and interesting aspects of each group member’s
presentation on their specialty. This task connects to the C.A. because it prepares the
students to critically analyze secondary source information on a specific topic from
ancient Egypt, as they work both independently and as a group. Second is the
cumulating formative task which will require students to create and perform a
hieroglyphic/English skit in role – a testimonial to their individually associated role in
Egyptian society, performed in pairs. The students are asked to write a personal
response to their role and make connections to today’s expectations of teenagers. This
task connects to the critical thinking and analysis of ancient societies, and role playing
aspects of the C.A.
Strand(s) and Expectations
Strands:
Change and Continuity
Social, Economic, and Political Structures
Methods of Historical Inquiry and Communication
Overall Expectations:
SEV.01 - analyse the development and diversity of social structures in various regions
of the world prior to the sixteenth century;
MHV.03 - communicate the results of historical inquiries, using appropriate terms and
concepts and a variety of forms of communication.
Specific Expectations:
CC2.01 - identify forces that tended to reinforce stability and continuity in the world
before the sixteenth century (e.g., established religious beliefs, traditional family roles,
administrative bureaucracies);
SE1.02 - analyse the factors that influenced the development of a variety of forms of
social structure (e.g., scarcity of resources and nomadic society, threat of invasion and
militaristic society, religion and monastic society, industrial technology and urban
society);
SE2.03 - describe the roles of women, men, and children in the economies of selected
societies (e.g., gatherer, peasant, crafts-person, indentured labourer).
Planning Notes
PART 1: Daily Life
 Make overhead of tablet art pieces depicting daily life (Appendix 4.1)
 Photocopy Blackline Master 1-19 for class from Echoes teacher guide
46



Photocopy factsheet (Appendix 4.2) for class
Photocopy literacy supports (Appendix 4.3) for class
Bring printout of the “Day in the Life” stories (Appendix 4.4) to read aloud to
class
PART 2: Trades/Education
 Book computer lab for 20mins to perform trades challenge
 Photocopy ‘Tools of the Trade’ for class in lab (Appendix 4.5)
PART 3: Writing
 Create overhead from hieroglyphic tablet (Appendix 4.6)
 Photocopy packages of hieroglyphics for students (Appendix 4.7)
Prior Knowledge Required
 Factors contributing to stability and continuity of a civilization
 Geography of ancient Egypt
 Timeline of Egyptian civilization
 Political structure and bureaucracy of ancient Egypt
Teaching/Learning Strategies
Part 1: Daily Life
1. Hook: students will be introduced to the topic of Egyptian society and culture –
divided as daily life, trades/education and writing – through historical analysis of
primary source art tablets displayed by the teacher on the overhead (see
Appendix 4.1 for images with lists).
2. Teacher should cover up the lists, as the class analyzes the pictograph. They are
to construct a list of objects they can find in the search.
3. Next, the teacher reveals the list of objects found in the art piece, as students
discover what they may have missed – an informal method of teacher
assessment.
4. Action: Teacher instructs students to read aloud the selection of Echoes text
p77-80 on ‘the family’, gender roles, ‘foods and festivals’, ‘clothing and jewellery’,
and ‘cosmetics’.
5. Teacher provides students with graphic organizer Blackline Master 1-19 ‘Women
in Ancient Egypt’ (from teacher’s guide) to fill out as they read as a class.
Students informally perform self assessment on their qualitative completion of
this task.
6. Next, the class is provided with the factsheet for historical inquiry about Egyptian
families, the home, food, and leisure activities (Appendix 4.2) from the teacher.
7. Teacher informs the students how to perform the “numbered heads” group
organizer to read through the material: divide class into six groups of 4; each
member letters themselves off (A-D); pupils assigned certain letter move to
specified area of the room; individually read assigned section on factsheet.
8. Before reading, teacher recites the introduction to the class, and asks if there are
any questions before they begin.
9. During reading, students are provided with literacy supports from the teacher
(Appendix 4.3) to record main points regarding roles, points of interest, and
significance of material to today.
10. After reading, students share their findings within their same-letter group to
consolidate thinking, and add anything they missed to the graphic organizer on
their specialty topic. Informal qualitative/quantitative peer assessment implied.
47
11. Following that discussion, teacher asks students to return to their original groups
and share their findings from their specialty topic, while the rest of the members
record the new information on their graphic organizers as provided by
classmates.
12. Students then provide formal peer assessment to each other by verbally
critiquing the quality of answers presented to the group by each member,
considering positive, negative, and interesting aspects of every member’s
performance.
13. Consolidation: Finally, the teacher reads aloud to the class two stories about
different Egyptian families – one a noble, the other a farmer (Appendix 4.4).
Throughout the stories, the teacher should pause to prompt critical analysis
about what each life story reminds them of, and how the individual stories
connect to what they learned previously about the greater social structure.
Informally teacher assessed for understanding.
Part 2: Trades and Education
1. Hook: Teacher writes the word ‘education’ on the board; students brainstorm
about what they think of when they see the word, what it means to them, and
what it means in a cultural context today. Teacher adds anything missing.
2. Action: Students individually read p80-81 in Echoes textbook regarding trades
and education, and consider the ideas of education in our current society as they
read.
3. On their own paper, students are instructed to write a paragraph reflection of
their thoughts about education in ancient Egyptian society, considering the text
material, and using guiding questions: how does Egypt’s concept of education
compare and contrast to ours? What seem to be the reasons the Egyptians
focused on education and apprentice so much? Do any of these findings
surprise you?
4. In pairs, students reciprocally teach their reflection opinions and enlightenment.
5. Consolidation: teacher takes class to computer lab to run through short
challenge entitled “Tools of the Trade”. (Teacher should double check site is still
operational in advance.) Following instructions in Appendix 4.5, the class is
provided 20mins to complete the task.
Part 3: Writing
1. Hook: Teacher displays hieroglyphic tablet along with other script forms on the
overhead (Appendix 4.6) and asks students to identify what they are looking at
(diagnostic teacher assessment). Discuss why symbols were used? What type of
writing is used?
2. Action: p81-82 Echoes textbook section on writing is read as a class (divided
into groups of 4s) in choral reading format.
3. Students provided with handout package (Appendix 4.7) of various hieroglyphic
symbols and translations to use in their three fold task:
a. Students create a short ancient Egyptian role playing skit and use
hieroglyphic symbols wherever possible.
b. Students are arranged into pairs to practice their skits (does not have to
include words – feelings and emotions about the role expectations may be
expressed visually).
c. Then, each team must act out their constructed characters in front of the
class while peers assess (checklist).
d. Finally, students are to write a personal response journal on the performed
48
Egyptian social role, connecting it to expectations of youth in today’s
society. Include self evaluation of quality of skit and performance.
Assessment/Evaluation Techniques:
Topic
Achieveme Strategies
nt Chart
Focus
PART 1
Thinking
Numbered
1. Egyptian aspects
Heads
of “daily life”
PART 3
Application Written and
2. Written and
Performed
performed skit in
Skit
ancient Egyptian
role play
Tools
Assessor
(P/S/ T)
Verbal critique
Peers
Peer evaluation
checklist/comment
cards
Self response
journal
Peers/Self
Accommodations:
STUDENTS WITH HEARING IMPARMENT
Instructional: provide all notes before lesson, provide word lists with key terms and
definitions, stand in one spot and in front of students with hearing impairment when
lecturing, repeat all students’ questions and comments, and provide discrete signal
for dealing with interpretation issues.
Assessment: ensure all instructions are written out and provided to students
Environmental: sit students in front row, and eliminate background noise by closing door
and using silencers under chairs/tables
Resources
Electronic:
The British Museum: Ancient Egypt. 8 February 2010. “Egyptian Life”, “Trades”,
“Writing”. <http://www.ancientegypt.co.uk/menu.html>.
The Carnegie Museum of Natural History. 5 February 20010. “Life in Ancient Egypt:
Teacher’s Guide” <http://www.carnegiemnh.org/exhibitions/egypt/guide.htm>.
Gardiner, Alan. 2005. 4 February 2010.
<http://www.reshafim.org.il/ad/egypt/people/gardiner/gardiner.htm>
“Blackline Masters 1-19 ‘Women in Ancient Egypt’”. Echoes from the Past: Teacher
Resource. CD-ROM.
Appendices:
Appendix 4.1 – Primary Source Pictograph Tablets
Appendix 4.2 – Egyptian Daily Life Factsheet
Appendix 4.3 – Literacy Support
Appendix 4.4 – “A Day in the life of…” stories
Appendix 4.5 – ‘Tools of the Trade Challenge’
Appendix 4.6 – Hieroglyphic Tablet
Appendix 4.7 – Hieroglyphics package
49
Appendix 4.1 - Primary Source Pictograph
Tablets
Egyptian Life
Did you find the
following?
 Chairs
 Double flute
 Lotus flowers
 Flute
 Perfume cones
 Wig
Egyptian Life 2
Did you find the following?
 Boat
 Cat
 Duck
 Fish
 Kilt
 Nebamun
 Nebamun's daughter
 Nebamun's wife
 Papyrus plant
 Puffer fish
 Throw stick
The British Museum: Ancient Egypt http://www.ancientegypt.co.uk/life/explore/main.html (5 February
2010)
Appendix 4.2 - Egyptian Daily Life Factsheet
50
Introduction – read by teacher
Because the history of ancient Egypt spanned a period of more than three thousand years,
customs and traditions varied in different periods. This guide focuses on the material culture of a
nonroyal Egyptian family at the time of the New Kingdom (ca. 1539-1070 B.C.)
To understand the everyday life of ancient Egyptians, archaeologists draw on many sources.
The most valuable sources include tomb paintings and reliefs. Also included in tombs, as part of
the funerary equipment, were objects and models of objects that the Egyptians used in their
daily life. Artifacts from the few towns that have been excavated and hundreds of documents
written by the ancient Egyptians shed additional light on their life. Much of the day-to-day
running of their households, however, remains obscure.
As  The Family (166 words +194 words food = 360 words)
The nuclear family was the fundamental social unit of ancient Egypt. The father was responsible
for the economic well-being of the family. Upper-class men often became scribes or priests,
while lower-class men often were farmers, hunters, potters, or other craftsmen. The mother
supervised the household, including servants, and cared for the upbringing of the children.
Upper-class women could become priestesses, and all women could become musicians or
professional mourners.
Children stayed at home until they reached marriageable age (about twenty for males, younger
for females). Although Egyptian children had toys and are occasionally depicted at play, much
of their time was spent preparing for adulthood. For example, peasant children accompanied
their parents into the fields; the male offspring of craftsmen often served as apprentices to their
fathers. Many privileged children received formal education to become a scribe. Some
promising youngsters were taught by priests in temples, and children of the nobility sometimes
received private instruction from tutors or learned to be an officer in the army.
Food
The Egyptians' staple food was bread. It was made from barley and emmer wheat, their most
common crops. Bread was usually baked in a conical mold that was placed over an open fire.
There were also dome-shaped ovens where net loaves of bread were baked by placing them
against either the hot interior or exterior of the dome. The main beverage of ancient Egypt was
beer, but the frequent depictions of grape arbors on tomb walls and the numerous wine vessels
found throughout Egypt indicate that wine was also popular. However, only the nobility could
afford to drink wine on a regular basis.
Numerous varieties of fruits and vegetables were grown in irrigated gardens. Fruits included
figs, grapes, plums, dates, and watermelon. Vegetables included beets, sweet onions, radishes,
turnips, garlic, lettuce, chick peas, beans, and lentils.
The Egyptians ate a variety of meat, fish, and fowl. Beef, mutton, pork, and wild game such as
hyenas were part of their diet. Fowl included domestic geese and pigeons and a wide variety of
wild birds--herons, pelicans, cranes, wild ducks, and wild geese. The Nile supplied many kinds
of fish, including catfish, mullet, bolti, and perch.
Bs  Dress (567 words)
The dress of the ancient Egyptians consisted not only of the clothes they wore but also of the
elaborate costume jewelry that served to embellish the usually plain garments. White linen was
most commonly used for clothing though wool was used quite frequently. Garments were
draped around the body rather than tailored, and sewing was kept to a minimum. Colored or
patterned cloth was rarely used.
Men: Prior to the New Kingdom the basic dress for men was a kilt, which fell just above
the knee. It was made from a rectangular piece of linen wrapped around the body and tied at
the waist with a knot or fastened with a buckle. In the New Kingdom men usually wore a short
underkilt over which hung a long, heavily pleated skirt that was knotted at the hips with a fringed
sash. Also worn was a short, wide cape covering the upper part of the body and hanging from
the shoulders.
Appendix 4.2 - Egyptian Daily Life Factsheet cont’d
51
Women: Prior to the New Kingdom, women wore simple sheath dresses falling from the
breast to just above the ankle, but in the New Kingdom dresses became much more elegant.
The sheath dress was worn, but only as an undergarment. A heavily pleated fringed robe was
worn on top.
Children and those participating in rigorous exercise frequently wore no clothes at all. Both
boys' and girls' heads were usually shaved except for a long, braided sidelock.
Footwear: Although the Egyptians spent much of their time barefoot, both men and
women sometimes wore sandals made from papyrus, palm leaves, or leather fastened by
leather thongs. The standard sandal had a thong that passed between the first and second toes
and attached to a bar that went across the instep. Sandals were always removed in the
presence of a superior.
Hair: An integral part of the Egyptian costume was a wig or a hairpiece attached to the
natural hair. Because of the intense heat, many Egyptians shaved their heads or cut their hair
very short, although some kept their hair very long and elaborately coiffed.
Jewellery: Both men and women wore jewellery such as earrings, bracelets, anklets,
rings, and beaded necklaces. They incorporated into their jewellery many minerals including
amethyst, garnet, jasper, onyx, turquoise, and lapis lazuli, as well as copper, gold, and shells.
Because the Egyptians were very superstitious, frequently their jewellery contained amulets.
Cosmetics were not only an important part of Egyptian dress but also a matter of
personal hygiene and health. Many items related to cosmetics have been found in tombs and
are illustrated in tomb paintings. Oils and creams were of vital importance against the hot
Egyptian sun and dry winds. Eye paint, both green and black, is probably the most characteristic
of the Egyptian cosmetics. The green pigment was malachite, an oxide of copper. The black
paint, called kohl, was a sulfate of lead and, in the late Middle and New Kingdoms, was soot.
Kohl was usually kept in a small pot that had a flat bottom, wide rim, tiny mouth, and a flat, diskshaped lid. Many kohl pots have been found in Egyptian tombs. To color their cheeks, the
Egyptians used red ocher mixed with a base of fat or gum resin; ocher may have also been
used as lipstick. Henna, a reddish-brown dye, was certainly used to color hair and perhaps also
the palms of the hands, soles of the feet, and nails.
Cs  The Home (320 words)
As in our society, the size and appearance of an Egyptian house depended on the family's
wealth and the location of the building. A typical nonprofessional's house in a city would have a
small court facing a narrow street with a few rooms at the back It had windows placed high in
the walls and covered with latticework to keep out heat and the sun's glare. Steps at the rear of
the house led up to a flat roof, where the family frequently slept to enjoy the breezes blowing off
the desert. Houses were constructed of sun-dried mud bricks. Although these bricks were
inexpensive and enabled fast construction, they were not durable over a long period of time.
Egyptian homes had kitchens, and most kitchens were equipped with a cylindrical, baked clay
stove for cooking. The basic cooking equipment was a two-handled pottery saucepan.
The few furnishings in the ancient Egyptian home were simple in design, although the
craftsmanship varied. The most common piece of furniture was a low stool, used by all
Egyptians including the pharaoh. These were made from wood, had leather or woven rush
seats, and had three or four legs. Usually the three-legged stool was used for work because
floors were uneven. They used tables, which were often low, for eating and working.
The Egyptian bed had a wooden frame with legs often shaped like the legs of animals; a woven
rush mat served as "springs." At one end of the bed was a footboard; at the other end, a
wooden or stone headrest, which was equivalent to our pillow.
Lamps were used to light the house after dark. They were, for the most part, simple pottery or
stone bowls containing oil and a wick. The ancient Egyptians did not have cupboards as we
have in modern houses. They used wooden boxes or baskets to store their household goods.
Their food was stored in wheel-made pottery.
Appendix 4.2 - Egyptian Daily Life Factsheet cont’d
52
Ds  Leisure Activities (249 words)
The ancient Egyptians filled their leisure time with many pleasant activities. They enjoyed good
food, drink, music, singing, and dancing. The upper class watched professional dancers at
formal banquets. A number of musical instruments accompanied the dancers. The flute, oboe,
trumpet, and an instrument resembling a clarinet were the most common wind instruments;
stringed instruments included various types of harps, lutes, and lyres; and tambourines and
drums were the normal percussion instruments. In rituals, sistra and clappers were used.
Other leisure activities included hunting, fowling, and fishing for sport. Hunters used a bow and
arrow for most game--ibex, gazelle, wild cattle, ostriches, and hares. Fowling and fishing took
place in marshes. For fowling, Egyptians used a throwstick that acted like a boomerang,
stunning the bird and knocking it out of the sky. For fishing a long, double-barbed spear was
used.
The Egyptians enjoyed pets. The dog was the most common. Cats also became popular. The
wealthy sometimes had monkeys.
Members of literate households (5 percent at most) enjoyed reading. In the quiet of their homes,
the ancient Egyptians played a number of board games, the most, popular being senet. Ancient
Egyptian children had games and amusements similar to those of Egyptian children today. A
number of simple toys like balls and dolls have been found in tombs.
Many details of the Egyptians' daily lives still remain hidden. As archaeologists discover more
tomb paintings and uncover additional artifacts from cemeteries and towns, our knowledge of
their fascinating culture increases.
Museum of Natural History http://www.carnegiemnh.org/exhibitions/egypt/dailylife.htm (5 February 2010)
“Life in Ancient Egypt”: “Daily Life” and Teachers Guide
53
Appendix 4.3 – Literacy Supports
DURING READING: Organize your
thoughts and any key points on your
specific topic in the chart below.
BEFORE READING: Look
through the Glossary of
Terms below to familiarize
yourself with any new words.
.
Glossary of Terms
Amulet
Good luck charm. Many represented gods or
goddesses or their symbols. Others were hieroglyphs
that stood for protective words such as life, good,
beauty, and stability. By wearing such charms, the
owner received the powers associated with the deity or
hieroglyph.
Clappers
A musical instrument consisting of two sticks tied
together and played like castanets.
Crook and Flail
Symbols of kingship. The crook is a shepherd's staff
with a hook at the upper end; the flail is a free-swinging
stick tied to the end of a long handle.
Headrest
A support for the head of a person sleeping on his or
her side. It consisted of a curved portion, which held
the head, on a pedestal about the height of the
shoulder.
Ibis
A large, heron-like, wading bird with long legs and a
long, slender, curved bill.
Papyrus
A reed that grows in the marshes along the banks of
the Nile. It was used to make the paper-like writing
material of the same name. Papyrus was a symbol of
Lower Egypt.
Scribe
A person whose occupation was writing.
Shaduf
A device consisting of a long pole with a bucket on one
end and a weight on the other. It was used to raise
water from the river or canal in irrigating land.
Throwstick
A curved piece of flat wood thrown in hunting to hit the
wings of birds in flight.
Museum of Natural History: Teachers Guide
http://www.carnegiemnh.org/exhibitions/egypt/
guide.htm#vocabulary (5 February 2010)
Graphic Organizer for Specialty Factsheet Readings
Topic
Evidence of
Gender Roles
(men, women, and
children)



B. Dress



C. Home



D. Leisure



A. Family/
Food
Interesting Points
I learned about
this topic
Relation and
Significance to
today’s lifestyle
LW 2010
54
Appendix 4.4 – Two Stories
“A Day in the Life of…”
A Nobleman’s Family Story
One bright morning in ancient Egypt, a
nobleman woke up in a bed covered in fine linen
sheets. He opened his eyes and looked around
his bedroom. He saw the cabinet where his
clothes were kept, his wife's cosmetic box, and a
lamp for lighting the room in the evening. His
thoughts were disturbed by the servant who
entered the room. The servant helped him to
wash and shave. Then, the nobleman dressed in
a kilt made of fine linen and sandals made of
leather.
Meanwhile, the nobleman's wife got up. She
washed and dressed with the help of another
servant. The nobleman's wife wore a dress
made of fine linen and jewellery made of glass.
She applied some kohl to her eyelids and went
downstairs. The nobleman and his wife had a
small meal of bread and fruit. They sat on
cushions and ate from a low table. Then, the
nobleman left the house for an appointment with
the overseer of his lands. The nobleman's wife
supervised the preparations for the banquet they
were hosting that evening. Her children were
dressed and fed, then brought to her by a
servant. The overseer of the nobleman's fields
told the nobleman what the harvest would be
like for the year. He also told the nobleman how
many cattle and geese had been counted in the
fields the day before. The nobleman was
pleased. They shared a meal of bread, meat and
beer. In the early afternoon the nobleman's wife
went out into the garden to escape the heat of
the day. She enjoyed the shade of the trees
while she watched her children play with their
toys. Later in the afternoon the nobleman's wife
began preparing for the evening banquet. Her
servant brushed and curled her favourite wig.
She took out her most beautiful clothing and her
jewellery made of gold and semi-precious
stones. The nobleman returned to the house
and got ready for the banquet. Then he and his
wife began greeting their guests as they arrived.
Their guests were offered cones of perfumed
wax and lotus flowers by servant girls. They ate
the finest meats, breads, cakes, wine, figs and
dates. They were entertained by musicians and
dancing girls. At the end of the evening, they
said goodnight to their guests and went to bed.
A Farmer’s Family Story
One bright morning in ancient Egypt, a farmer
woke up in a bed covered in a coarse linen
sheet that had been woven by his wife. He
opened his eyes and looked around his
bedroom. He saw the shelf where his clothes
were kept and a basket. The farmer got out of
bed and washed and shaved. Then, he dressed
in a kilt made of coarse linen and sandals made
of reeds.
The farmer's wife was already awake. She had
washed and dressed in the early morning light.
Then she had gone into the next room to wake
the children and begin her daily chores. She
wore a dress made of coarse linen. Around her
neck was an amulet of the goddess Tawaret on
a piece of papyrus string. The farmer, his wife
and their children sat down to a small meal of
bread and fruit. They sat on a bench and ate on
reed mats. Then, the farmer got up and went to
work in the fields near his house. His wife lit the
cooking fire and began grinding the wheat to
make bread. It had been a good year for the
farmer and there was a large harvest. Today he
would have to take a part of his harvest to the
temple to pay for the use of the temple land.
He filled several baskets with his harvest, loaded
them onto two donkeys and set out for the
temple with his two field workers. The farmer
and his workers left the baskets at the temple
where they were counted and their contents
were added to the storeroom. On the way back
to the fields they shared a mid-day meal of
bread, meat and beer. The farmer's wife spent
the day grinding wheat and baking bread. In the
afternoon she walked to the river with her
children to collect water. In the evening, she
prepared a small dinner of bread, meat and beer
for her family. As it grew dark outside, the farmer
lit the small oil lamp. The farmer and his wife put
their children to bed, blew out the lamp and went
to sleep.
The British Museum: Ancient Egypt http://www.ancientegypt.co.uk/life/story/main.html (5 February 2010)
Appendix 4.5 – Tools Challenge
55
‘Tools of the Trade Challenge’
Directions for online module
1. Sign into the computer
2. Go to site: http://www.ancientegypt.co.uk/trade/activity/main.html, by the
British Museum
3. The ‘Tools of the Trade Challenge’ should pop up on your screen
4. Click ‘next’ and follow the prompts through the educational descriptions
5. Start the challenge once all craftsmen are on the screen with three blank
boxes under each
6. click the blank boxes to move each corresponding tool card from the
centre into the trade you believe it corresponds too
7. Keep matching until each box is filled and all the cards are gone from the
centre
8. Wait while the game tallies your score
9. Record the number of correct answers you have – continue rematching
until they are all correct if you had some incorrect matches
10. Finally, witness what each craftsman would have been constructing in the
photos and descriptions to follow
11. Sign out of the computer.
The British Museum: Ancient Egypt http://www.ancientegypt.co.uk/trade/activity/main.html (5
February 2010)
56
Appendix 4.6 – Hieroglyphic Tablet
Hieroglyphic sacred text (above)
Hieratic (common) script
Demotic Script (new common) script
The British Museum: Ancient Egypt http://www.ancientegypt.co.uk/writing/story/hierogl.html (8
February 2010)
Appendix 4.7 – Hieroglyphics Package
57
Hieroglyphics from Ancient Egypt
‘Woman and her Occupations’
‘Toys, Impliments for Writing, Musical Instruments’
LW adapted from Alan Gardiner 2005
http://www.reshafim.org.il/ad/egypt/people/gardiner/gardiner.htm (4 February 2010) “The
short Sign List”
Appendix 4.7 Hieroglyphics package cont’d
58
Egyptian Hieroglyphics
‘Crowns, Dress and
Staves’
LW adapted from Alan Gardiner
2005 “The short Sign List”
http://www.reshafim.org.il/ad/egypt/
people/gardiner/gardiner.htm
(4 February 2010) Page 1 of 2
59
60
Activity 5: The Gods, the Afterlife, and the Pyramids
Time: 225 minutes
Description:
This activity will be divided into three topics which are logically connected with
each other. The first topic will be Ancient Egyptian Religion. Students will
explore stories from Egyptian mythology and see how these stories evolved over
time and gave legitimacy to the natural as well as the political environment in
which the Egyptians lived. For the second topic, the students will investigate the
evolution of Egyptian burial practices and their connection to the evolution of the
pyramids. Their understanding of the importance of religion to the Egyptians will
allow them to make connections between Egyptian burial practices and their
belief in an afterlife. As part of their investigation into Egyptian burial practices,
the students will learn about how tombs slowly evolved into the massive
pyramids that we still see today. A major assessment task will take the form of a
classroom debate in which students will examine various theories on how the
large pyramids were once constructed. Through this whole activity, students will
develop important research skills, writing skills, reading skills, oral
communication skills, and co-operative learning skills. These skills, together with
their knowledge of the physical evidence of Egyptian religious beliefs (like the
creation of statues, mummies, tombs, and pyramids) will help prepare the
students for their culminating task which involves choosing key artefacts for
inclusion in a time capsule.
Strand(s) and Expectations
Strand(s):
Communities: Characteristics, Development, and Interaction
Change and Continuity
Citizenship and Heritage
Social, Economic, and Political Structures
Methods of Historical Inquiry and Communication
Overall Expectations:
MHV.03 - communicate the results of historical inquiries, using appropriate terms
and concepts and a variety of forms of communication.
CCV.02 - analyse the factors that contributed to the maintenance of stability and
continuity in a variety of societies from earliest times to the sixteenth century;
CHV.02 - analyse the contributions of various individuals and groups to the
development of arts, knowledge, religion, and technology prior to the sixteenth
century;
Specific Expectations:
CH2.03 - explain the role of significant individuals or groups in the development
of world religious traditions (e.g., shamanistic figures, Siddhartha Gautama
[Buddha], Jesus Christ, Muhammad, Guru Nanak);
61
CO2.02 - analyse factors that allowed certain societies to thrive (e.g., abundance
of natural resources, legal and military traditions, position on trade routes,
common beliefs, strength of leadership);
CC2.01 - identify forces that tended to reinforce stability and continuity in the
world before the sixteenth century (e.g., established religious beliefs, traditional
family roles, administrative bureaucracies);
MH1.04 - organize and record information gathered through research, using a
variety of methods (e.g., summaries, lecture notes, note taking, visual organizers,
maps);
MH3.01 - express ideas, arguments, and conclusions, as appropriate for the
audience and purpose, using a variety of styles and forms (e.g., reports, essays,
seminars, debates, group presentations);
Planning Notes
 Photocopy blank “Concept Pattern Organizer” handout.
 Photocopy the five Egyptian mythological stories and compile them into
sets to be used as handouts.
 Photocopy the “Create a Myth” handout.
 Photocopy the “Ancient Egyptian Mythology Crossword” handout.
 Photocopy the KWL chart handout.
 Photocopy the “Mummification Story” and staple them as packages of 5
page handouts.
 Photocopy Blackline Master 1-15, “Evolution of Egyptian Tombs” graphic
organizer from Echoes Teacher Resource
 Photocopy pp.67-74 from Dale Davis’ Civilizations in History, Second
Edition.
 Make an overhead slide of the “Evolution of Egyptian Tombs” page.
 Keep a copy of the debate rubric for post-assessment of debate.
Prior Knowledge Required
 Having an understanding of what a “civilization” is.
 Having knowledge of the geography of Ancient Egypt and how the Nile
played a crucial role in the stability and continuity of Ancient Egyptian
civilization.
 Having knowledge of Ancient Egyptian agriculture.
 Having knowledge of the political, legal, and economic structures of
Ancient Egypt.
 Having knowledge of Ancient Egyptian family life.
 Having knowledge of Ancient Egyptian education and writing system.
 Having knowledge of any world mythology
62
Teaching/Learning Strategies
TOPIC: The Gods Themselves
1. Put the students in five groups of four or five and hand out a blank
“concept pattern organizer” to each group. The concept to be explored is
“Mythology”. You can expect that the students will have some familiarity
with stories from some world mythology (perhaps Greek or Roman), either
from their own background or from earlier English courses. Instruct them
to talk about these stories as a group and have them come up with key
characteristics (with concrete examples to illustrate these characteristics)
of what they determine to be common ideas and themes connecting these
various myths. This shall be followed by a class discussion in which you
will have a member from each group present some of their ideas. This
activity serves as a hook or mental set for a discussion on Egyptian
Religion.
2. Assign to each of the five groups a reading on a particular mythological
story from Ancient Egypt and hand out copies of these stories to all the
students. Every member of a group must read the same myth, and each
group must investigate a different myth.. After they finish the reading,
have them put together a short summary of their assigned story to present
to the class. The presentations should try to respond to the following
questions:
a. Why do you think this particular myth was created?
b. What guesses can you make about Ancient Egyptian civilization
based on this story?
c. What, if any, features of this story reflect the culture of Ancient
Egypt?
d. What, if any, features of this story reflect Ancient Egyptian
geography?
After each group has presented its story, conduct a classroom discussion
on these stories that addresses the above questions in more detail.
3. Hand out the “Create a Myth” assignment to the class. In this assignment,
each student is expected to create their own myth based on the
geography and culture of their home region (either the place they
currently reside in or a place where they grew up). Examples of elements
in their stories could include explaining the origin or formation of a local
geographical feature like a river, mountain, or cliff, a re-telling of a famous
local story, or a myth about the life of a historical figure from the area.
After this, put students in groups of four or five and have them share their
stories with one another. Encourage group members to provide oral
feedback to their peers on the level of creativity and its connection to
some of the ideas in the Egyptian myths.
63
4. Hand out the “Ancient Egyptian Mythology Crossword” to the class. Here,
the students can have an opportunity to explore, using internet resources,
various Egyptian Gods and Goddesses and learn about how they play
important roles in the everyday lives of the Egyptian people as well as how
they are intimately connected to the natural environment that existed
along the Nile River. After they have completed the crossword, have
students reflect on the usefulness of this activity to their understanding of
the religion and mythology of Ancient Egypt.
TOPIC: Life after Death
5. Hand out a blank KWL chart to the class. Inform the students that the
topic to be discussed will be “Egyptian Burial Practices”. They will use this
to individually brainstorm their ideas about this topic and fill out the first
two columns of the chart.
6. Look at the handout package on “The Mummification Story”. Roughly
divide the reading material into five sections. Hand them out to the class.
Put students in five groups of four or five and number the students in the
class off from one to five. Have each student read the section
corresponding to their number and use a Jigsaw strategy to get students
to discuss and analyze the mummification process as it is described in the
handouts. After they have completed this task, have students reflect on
the usefulness of this activity to their understanding of Egyptian burial
practices.
7. Distribute Blackline Master 1-15, Evolution of Egyptian Tombs, which
traces the Egyptian burials from Mastabas to Rock-Cut Tombs. After
briefly defining each type of burial tomb using the overhead slide with
pictures, ask students to generate a hypothesis to explain the changes in
tombs. Then instruct students to review pages 69-74 in Echoes from the
Past: World History to the 16th Century to see if further evidence can be
found to support or refute their hypothesis. Ask some students to share
their hypotheses after they have had an opportunity to make any
necessary changes. This activity will also familiarize the students with the
Egyptian belief in an afterlife and it will be informally assessed.
8. Hand out photocopies of the three theories concerning the construction of
the pyramids. Have the students read these alternatives independently
and decide which theory they can agree with the most. Then, inform them
that there will be a 75-minute classroom debate concerning one of the
alternatives.
TOPIC: The Puzzle of the Pyramids
9. Conduct a classroom debate of the following proposition: “The most
convincing explanation of the construction of the Great Pyramid is Joseph
Davidovits theory about synthetic blocks cast directly in place.” Follow the
debate procedure outlined on pp.89-90 of the Teacher’s Resource for
Civilizations in History. Use the debate rubric to formally assess this
activity. Keep in mind that this is not for evaluation purposes. Once you
have assessed the outcome of the debate, hand back a completed copy of
the debate rubric (with helpful comments) to each student.
64
Assessment/Evaluation Techniques
Achievement
Task/Topic
Chart Focus
Strategies
1. The Gods
Application
Creative Writing
Themselves
Crossword Puzzle
Tools
Oral
feedback
Reflection
Assessor
(P/S/T)
Peer
2. Life after Death
Knowledge &
Understanding
Jigsaw
Reflection
Self
Self
3. Puzzle of the
Pyramids
Communication
Debate
Rubric
Teacher
Accommodations
1. The “Create-A-Myth” assignment is specifically designed to tap into a
student’s creativity. Those who like creative thinking and writing will
benefit from this activity the most.
2. The Ancient Egyptian crossword puzzle is designed to give both the
weaker students the opportunity to simply find answers and fill the
crossword as well as the stronger students the opportunity to do further
online reading and gain additional information about Egyptian mythology.
3. The “Mummification Story” is well illustrated to help the visual learners.
4. The brief lecture on the evolution of Egyptian tombs is accompanied by
pictures on overhead slides to help the visual learners.
5. Slower readers can choose to read the shorter mythological stories.
6. In the Egyptian mythology activity, students in a group have an opportunity
to divide their roles amongst themselves. Those who are good at writing
can write down the summaries and those who are comfortable with
speaking out loud can lead the oral component of the presentation.
7. The classroom debate procedure requires students in a team to take on
specific roles. Students can choose their own roles based on what they
can handle best.
Resources
Print:
Davis, M. Dale. Civilizations in History. Second Edition. Toronto: Oxford
University Press, 1994.
Davis, M. Dale. Civilizations in History: Teacher’s Resource. A Thinking Skills
Approach to the Study of Human Development. Toronto: Oxford
University Press, 1994.
Newman, Garfield et. al. Echoes From the Past: World History to the 16th
Century. Teacher’s Resource. McGraw-Hill Ryerson School, 2001.
Newman, Garfield et. al. Echoes From the Past: World History to the 16th
Century. McGraw-Hill Ryerson School, 2001.
65
Electronic:
"Ancient Egypt: Stories and Myths". National Geographic Society. February 8,
2010.
<http://www.nationalgeographic.com/xpeditions/lessons/06/g35/kingtut.html>.
"Mummification Story". The British Museum. February 8, 2010.
<http://www.ancientegypt.co.uk/mummies/story/main.html>.
Vanderzwet, Pete. The Evolution of the Egyptian Pyramid. InterCity Oz, Inc.
Appendices
Appendix 5.1 – Concept Pattern Organizer
Appendix 5.2 – The Story of Re
Appendix 5.3 – Isis and Osiris
Appendix 5.4 – The Seven Years’ Famine
Appendix 5.5 – The Land of the Dead
Appendix 5.6 – Rose-red Slippers
Appendix 5.7 – Create-A-Myth
Appendix 5.8 – Crossword Puzzle
Appendix 5.9 – KWL Chart
Appendix 5.10 – Evolution of the Tombs (Overhead Slides)
Appendix 5.11 – Debate Rubric
Appendix 5.12 – Mummification Story
66
Appendix 5.1 – Concept Pattern Organizer
Appendix 5.2 – The Story of Re
67
The Story of Re
In the beginning, before there was any land of Egypt, all was darkness, and there was nothing but a great
waste of water called Nun. The power of Nun was such that there arose out of the darkness a great
shining egg, and this was Re.
Now Re was all-powerful, and he could take many forms. His power and the secret of it lay in his hidden
name; but if he spoke other names, that which he named came into being.
"I am Khepera at the dawn, and Re at noon, and Atum in the evening," he said. And the sun rose and
passed across the sky and set for the first time.
Then he named Shu, and the first winds blew; he named Tefnut the spitter, and the first rain fell. Next he
named Geb, and the earth came into being; he named the goddess Nut, and she was the sky arched over
the earth with her feet on one horizon and her hands on the other; he named Hapi, and the great River
Nile flowed through Egypt and made it fruitful.
After this Re named all things that are upon the earth, and they grew. Last of all he named mankind, and
there were men and women in the land of Egypt.
Then Re took on the shape of a man and became the first Pharaoh, ruling over the whole country for
thousands and thousands of years, and giving such harvests that for ever afterwards the Egyptians spoke
of the good things "which happened in the time of Re".
But, being in the form of a man, Re grew old. In time men no longer feared him or obeyed his laws. They
laughed at him, saying: "Look at Re! His bones are like silver, his flesh like gold, his hair is the colour of
lapis lazuli!"
Re was angry when he heard this, and he was more angry still at the evil deeds which men were doing in
disobedience to his laws. So he called together the gods whom he had made - Shu and Tefnut and Geb and
Nut - and he also summoned Nun. Soon the gods gathered about Re in his Secret Place, and the goddesses
also. But mankind knew nothing of what was happening, and continued to jeer at Re and to break his
commandments. Then Re spoke to Nun before the assembled gods: "Eldest of the gods, you who made me;
and you gods whom I have made: look upon mankind who came into being at a glance of my Eye. See how
men plot against me; hear what they say of me; tell me what I should do to them. For I will not destroy
mankind until I have heard what you advise."
Then Nun said: "My son Re, the god greater than he who made him and mightier than those whom he has
created, turn your mighty Eye upon them and send destruction upon them in the form of your daughter,
the goddess Sekhmet."
Re answered: "Even now fear is falling upon them and they are fleeing into the desert and hiding
themselves in the mountains in terror at the sound of my voice."
"Send against them the glance of your Eye in the form Sekhmet!" cried all the other gods and goddesses,
bowing before Re until their foreheads touched the ground.
"...and her chief delight was in slaughter, and her pleasure was in blood."
So at the terrible glance from the Eye of Re his daughter came into being, the fiercest of all goddesses.
Like a lion she rushed upon her prey, and her chief delight was in slaughter, and her pleasure was in
blood. At the bidding of Re she came into Upper and Lower Egypt to slay those who had scorned and
disobeyed him: she killed them among the mountains which lie on either side of the Nile, and down
beside the river, and in the burning deserts. All whom she saw she slew, rejoicing in slaughter and the
taste of blood.
Presently Re looked out over the land and saw what Sekhmet had done. Then he called to her, saying:
"Come, my daughter, and tell me how you have obeyed my commands."
Sekhmet answered with the terrible voice of a lioness as she tears her prey: "By the life which you have
given me, I have indeed done vengeance on mankind, and my heart rejoices."
Now for many nights the Nile ran red with blood, and Sekhmet's feet were red as she went hither and
thither through all the land of Egypt slaying and slaying.
Appendix 5.2 – The story of Re
contd
68
Presently Re looked out over the earth once more, and now his heart was stirred with pity for men, even
though they had rebelled against him. But none could stop the cruel goddess Sekhmet, not even Re
himself: she must cease from slaying of her own accord -and Re saw that this could only come about
through cunning.
So he gave his command: "Bring before me swift messengers who will run upon the earth as silently as
shadows and with the speed of the storm winds." When these were brought he said to them: "Go as fast as
you can up the Nile to where it flows fiercely over the rocks and among the islands of the First Cataract;
go to the isle that is called Elephantine and bring from it a great store of the red ochre which is to be
found there."
The messengers sped on their way and returned with the blood-red ochre to Heliopolis, the city of Re
where stand the stone obelisks with points of gold that are like fingers pointing to the sun. It was night
when they came to the city, but all day the women of Heliopolis had been brewing beer as Re bade them.
Re came to where the beer stood waiting in seven thousand jars, and the gods came with him to see how
by his wisdom he would save mankind.
"Mingle the red ochre of Elephantine with the barley-beer," said Re, and it was done, so that the beer
gleamed red in the moonlight like the blood of men.
"Now take it to the place where Sekhmet proposes to slay men when the sun rises," said Re. And while it
was still night the seven thousand jars of beer were taken and poured out over the fields so that the
ground was covered to the depth of nine inches -- three times the measure of the palm of a man's handwith the strong beer, whose other name is "sleep-maker".
When day came Sekhmet the terrible came also, licking her lips at the thought of the men whom she
would slay. She found the place flooded and no living creature in sight; but she saw the beer which was
the colour of blood, and she thought it was blood indeed -- the blood of those whom she had slain.
Then she laughed with joy, and her laughter was like the roar of a lioness hungry for the kill. Thinking
that it was indeed blood, she stooped and drank. Again and yet again she drank, laughing with delight;
and the strength of the beer mounted to her brain, so that she could no longer slay.
At last she came reeling back to where Re was waiting; that day she had not killed even a single man.
Then Re said: "You come in peace, sweet one." And her name was changed to Hathor, and her nature was
changed also to the sweetness of love and the strength of desire. And henceforth Hathor laid low men and
women only with the great power of love. But for ever after her priestesses drank in her honour of the
beer of Heliopolis coloured with the red ochre of Elephantine when they celebrated her festival each New
Year.
So mankind was saved, and Re continued to rule old though he was. But the time was drawing near when
he must leave the earth to reign for ever in the heavens, letting the younger gods rule in his place. For
dwelling in the form of a man, of a Pharaoh of Egypt, Re was losing his wisdom; yet he continued to reign,
and no one could take his power from him, since that power dwelt in his secret name which none knew
but himself. If only anyone could discover his Name of Power, Re would reign no longer on earth; but only
by magic arts was this possible.
Geb and Nut had children: these were the younger gods whose day had come to rule, and their names
were Osiris and Isis, Nephthys and Seth. Of these Isis was the wisest: she was cleverer than a million men,
her knowledge was greater than that of a million of the noble dead. She knew all things in heaven and
earth, except only for the Secret Name of Re, and that she now set herself to learn by guile.
Now Re was growing older every day. As he passed across the land of Egypt his head shook from side to
side with age, his jaw trembled, and he dribbled at the mouth as do the very old among men. As his
spittle fell upon the ground it made mud, and this Isis took in her hands and kneaded together as if it had
been dough. Then she formed it into the shape of a serpent, making the first cobra -- the uraeus, which
ever after was the symbol of royalty worn by Pharaoh and his queen.
"...the venom of its bite coursed through his veins..."
Isis placed the first cobra in the dust of the road by which Re passed each day as he went through his two
kingdoms of Upper and Lower Egypt. As Re passed by the cobra bit him and then vanished into the grass.
But the venom of its bite coursed through his veins, and for a while Re was speechless, save for one great
cry of pain which rang across the earth from the eastern to the western horizon. The gods who followed
Appendix 5.2 – The story of Re contd
69
him crowded round, asking: "What is it? What ails you?" But he could find no words; his lips trembled and
he shuddered in all his limbs, while the poison spread over his body as the Nile spreads over Egypt at the
inundation. When at last he could speak, Re said: "Help me, you whom I have made. Something has hurt
me, and I do not know what it is. I created all things, yet this thing I did not make. It is a pain such as I
have never known before, and no other pain is equal to it. Yet who can hurt me?-for none knows my
Secret Name which is hidden in my heart, giving me all power and guarding me against the magic of both
wizard and witch. Nevertheless as I passed through the world which I have created, through the two lands
that are my special care, something stung me. It is like fire, yet is not fire; it is like water and not water.
I burn and I shiver, while all my limbs tremble. So call before me all the gods who have skill in healing
and knowledge of magic, and wisdom that reaches to the heavens."
Then all the gods came to Re, weeping and lamenting at the terrible thing which had befallen him. With
them came Isis, the healer, the queen of magic, who breathes the breath of life and knows words to
revive those who are dying. And she said:
"What is it, divine father? Has a snake bitten you. Has a creature of your own creating lifted up its head
against you? I will drive it out by the magic that is mine, and make it tremble and fall down before your
glory."
"I went by the usual way through my two lands of Egypt," answered Re, "for I wished to look upon all that I
had made. And as I went I was bitten by a snake which I did not see -- a snake that, I had not created.
Now I burn as if with fire and shiver as if my veins were filled with water, and the sweat runs down my
face it runs down the faces of men on the hottest days of summer."
"Tell me your Secret Name." said Isis in a sweet, soothing voice. "Tell it me, divine father; for only by
speaking your name in my spells can I cure you."
Then Re spoke the many names that were his: "I am Maker Heaven and Earth." he said. "I am Builder of
the Mountains. I am Source of the Waters throughout all the world. I am Light and Darkness. I am Creator
of the Great River of Egypt. I am the Kindler of the Fire that burns in the sky; yes, I am Khepera in the,
morning, Re at the noontide, and Tum in the evening."
But Isis said never a word, and the poison had its way in the veins of Re. For she knew that he had told
her only the names which all men knew, and that his Secret Name, the Name of Power, still lay hidden in
his heart.
At last she said: "You know well that the name which I need to learn is not among those which you have
spoken. Come, tell me the Secret Name; for if you do the poison will come forth and you will have an end
of pain."
The poison burned with a great burning, more powerful than any flame of fire, and Re cried out at last:
"Let the Name of Power pass from my heart into the heart of Isis! But before it does, swear to me that
you will tell it to no other save only the son whom you will have, whose name shall be Horus. And bind
him first with such an oath that the name will remain with him and be passed on to no other gods or
men."
Isis the great magician swore the oath, and the knowledge of the Name of Power passed from the heart of
Re into hers.
Then she said: "By the name which I know, let the poison go from Re forever!"
So it passed from him and he had peace. But he reigned upon earth no longer. Instead he took his place in
the high heavens, traveling each day across the sky in the likeness of the sun itself, and by night crossing
the underworld of Amenti in the Boat of Re and passing through the twelve divisions of Duat where many
dangers lurk. Yet Re passes safely, and with him he takes those souls of the dead who know all the charms
and prayers and words that must be said. And so that a man might not go unprepared for his voyage in the
Boat of Re, the Egyptians painted all the scenes of that journey on the walls of the tombs of the
Pharaohs, with all the knowledge that was written in The Book of the Dead, of which a copy was buried in
the grave of lesser men so that they too might read and come safely to the land beyond the west where
the dead dwell.
National Geographic Society
70
Appendix 5.3 – Isis and Osiris
The Story of Isis and Osiris
In the days before Re had left the earth, before he had begun to grow old, his great wisdom told him that
if the goddess Nut bore children, one of them would end his reign among men. So Re laid a curse upon
Nut - that she should not be able to bear any child upon any day in the year.
"one of them would end his reign among men..."
Full of sorrow, Nut went for help to Thoth, the thrice-great god of wisdom and magic and learning, Re's
son, who loved her. Thoth knew that the curse of Re, once spoken, could never be recalled, but in his
wisdom he found a way of escape. He went to Khonsu, the Moon-god, and challenged him to a contest at
draughts. Game after game they played and always Thoth won. The stakes grew higher and higher, but
Khonsu wagered the most, for it was some of his own light that he risked and lost.
At last Khonsu would play no more. Then Thoth the thrice-great in wisdom gathered up the light which he
had won and made it into five extra days which for ever after were set between the end of the old year
and the beginning of the new. The year was of three hundred and sixty days before this, but the five days
which were added, which were not days of any year, were ever afterwards held as days of festival in old
Egypt.
But, since his match with Thoth, Khonsu the moon has not had enough light to shine throughout the
month, but dwindles into darkness and then grows to his full glory again; for he had lost the light needed
to make five whole days.
On the first of these days Osiris, the eldest son of Nut, was born, and the second day was set aside to be
the birthday of Horus the Elder. On the third day the second son of Nut was born, dark Seth, the lord of
evil. On the fourth her daughter Isis first saw the light, and her second daughter Nephthys on the fifth. In
this way the curse of Re was both fulfilled and defeated: for the days on which the children of Nut were
born belonged to no year.
When Osiris was born many signs and wonders were seen and heard throughout the world. Most notable
was the voice which came from the holiest shrine in the temple at Thebes on the Nile, which today is
called Karnak, speaking to a man called Pamyles bidding him proclaim to all men that Osiris, the good and
mighty king, was born to bring joy to all the earth. Pamyles did as he was bidden, and he also attended
on the Divine Child and brought him up as a man among men.
When Osiris was grown up he married his sister Isis, a custom which the Pharaohs of Egypt followed ever
after. And Seth married Nephthys: for he too being a god could marry only a goddess.
After Isis by her craft had learned the Secret Name of Re, Osiris became sole ruler of Egypt and reigned
on earth as Re had done. He found the people both savage and brutish, fighting among themselves and
killing and eating one another. But Isis discovered the grain of both wheat and barley, which grew wild
over the land with the other plants and was still unknown to man; and Osiris taught them how to plant
the seeds when the Nile had risen in the yearly inundation and sunk again leaving fresh fertile mud over
the fields; how to tend and water the crops; how to cut the corn when it was ripe, and how to thresh the
grain on the threshing floors, dry it and grind it to flour and make it into bread. He showed them also how
to plant vines and make the grapes into wine; and they knew already how to brew beer out of the barley.
When the people of Egypt had learned to make bread and cut only the flesh of such animals as he taught
them were suitable, Osiris, went on to teach them laws, and how to live peacefully and happily together,
delighting themselves with music and poetry. As soon as Egypt was filled with peace and plenty, Osiris set
out over the world to bring his blessings upon other nations. While he was away he left Isis to rule over
the land, which she did both wisely and well.
But Seth the Evil One, their brother, envied Osiris and hated Isis. The more the people loved and praised
Osiris, the more Seth hated him; and the more good he did and the happier mankind became, the
stronger grew Seth's desire to kill his brother and rule in his place. Isis, however, was so full of wisdom
and so watchful that Seth made no attempt to seize the throne while she was watching over the land of
Egypt. And when Osiris returned from his travels Seth was among the first to welcome him back and kneel
in reverence before "the good god Pharaoh Osiris".
Appendix 5.3 – Isis and Osiris contd
71
Yet he had made his plans, aided by seventy-two of his wicked friends and Aso the evil queen of Ethiopia.
Secretly Seth obtained the exact measurements of the body of Osiris, and caused beautiful chest to be
made that would fit only him. It was fashioned of the rarest and most costly woods: cedar brought from
Lebanon, and ebony from Punt at the south end of the Red Sea for no wood grows in Egypt except the soft
and useless palm.
Then Seth gave a great feast in honour of Osiris; but the other guests were the two-and-seventy
conspirators. It was the greatest feast that had yet been seen in Egypt, and the foods were choicer, the
wines stronger and the dancing girls more beautiful than ever before. When the heart of Osiris had been
made glad with feasting and song the chest was brought in, and all were amazed at its beauty.
Osiris marveled at the rare cedar inlaid with ebony and ivory, with less rare gold and silver, and painted
inside with figures of gods and birds and animals, and he desired it greatly.
"I will give this chest to whosoever fits it most exactly!" cried Seth. And at once the conspirators began in
turn to see if they could win it. But one was too tall and another too short; one was too fat and another
too thin - and all tried in vain.
"Let me see if I will fit into this marvelous piece of work," said Osiris, and he laid himself down in the
chest while all gathered round breathlessly.
"I fit exactly, and the chest is mine!" cried Osiris.
"And the chest is mine!"
"It is yours indeed, and shall be so forever!" hissed Seth as he banged down the lid. Then in desperate
haste he and the conspirators nailed it shut and sealed every crack with molten lead, so that Osiris the
man died in the chest and his spirit went west across the Nile into Duat the Place of Testing; but, beyond
it to Amenti, where those live for ever who have lived well on earth and passed the judgments of Duat,
he could not pass as yet. Seth and his companions took the chest which held the body of Osiris and cast it
into the Nile; and Hapi the Nile-god carried it out into the Great Green Sea where it was tossed for many
days until it came to the shore of Phoenicia near the city of Byblos. Here the waves cast it into a tamarisk
tree that grew on the shore; and the tree shot out branches and grew leaves and flowers to make a fit
resting place for the body of the good god Osiris and very soon that tree became famous throughout the
land.
Presently King Malcander heard of it, and he and his wife, Queen Astarte, came to the seashore to gaze at
the tree. By now the branches had grown together and hidden the chest which held the body of Osiris in
the trunk itself. King Malcander gave orders that the tree should be cut down and fashioned into a great
pillar for his palace. This was done, and all wondered at its beauty and fragrance: but none knew that it
held the body of a god. Meanwhile in Egypt Isis was in great fear. She had always known that Seth was
filled with evil and jealousy, but kindly Osiris would not believe in his brother's wickedness. But Isis knew
as soon as her husband was dead, though no one told her, and fled into the marshes of the delta carrying
the baby Horus with her. She found shelter on a little island where the goddess Buto lived, and entrusted
the divine child to her. And as a further safeguard against Seth, Isis loosed the island from its foundations,
and let it float so that no one could tell where to find it.
Then she went to seek for the body of Osiris. For, until he was buried with all the needful rites and
charms, even his spirit could go no farther to the west than Duat, the Testing-Place; and it could not
come to Amenti.
Back and forth over the land of Egypt wandered Isis, but never a trace could she find of the chest in
which lay the body of Osiris. She asked all whom she met, but no one had seen it - and in this matter her
magic powers could not help her.
Appendix 5.3 – Isis and Osiris contd
72
At last she questioned the children who were playing by the riverside, and at once they told her that just
such a chest as she described had floated past them on the swift stream and out into the Great Green
Sea.
Then Isis wandered on the shore, and again and again it was the children who had seen the chest floating
by and told her which way it had gone. And because of this, Isis blessed the children and decreed that
ever afterwards children should speak words of wisdom and sometimes tell of things to come.
At length Isis came to Byblos and sat down by the seashore. Presently the maidens who attended on
Queen Astarte came down to bathe at that place; and when they returned out of the water Isis taught
them how to plait their hair - which had never been done before. When they went up to the palace a
strange and wonderful perfume seemed to cling to them; and Queen Astarte marveled at it, and at their
plaited hair, and asked them how it came to be so.
The maidens told her of the wonderful woman who sat by the seashore, and Queen Astarte sent for Isis,
and asked her to serve in the palace and tend her children, the little Prince Maneros and the baby Dictys,
who was ailing sorely. For she did not know that the strange woman who was wandering alone at Byblos
was the greatest of all the goddesses of Egypt. Isis agreed to this, and very soon the baby Dictys was
strong and well though she did no more than give him her finger to suck. But presently she became fond
of the child, and thought to make him immortal, which she did by burning away his mortal parts while she
flew round and round him in the form of a swallow. Astarte, however, had been watching her secretly;
and when she saw that her baby seemed to be on fire she rushed into the room with a loud cry, and so
broke the magic.
Then Isis took on her own form, and Astarte crouched down in terror when she saw the shining goddess
and learned who she was.
Malcander and Astarte offered her gifts of all the richest treasures in Byblos, but Isis asked only for the
great tamarisk pillar which held up the roof, and for what it contained. When it was given to her, she
caused it to open and took out the chest of Seth. But the pillar she gave back to Malcander and Astarte;
and it remained the most sacred object in Byblos, since it had once held the body of a god.
When the chest which had become the coffin of Osiris was given to her, Isis flung herself down on it with
so terrible a cry of sorrow that little Dictys died at the very sound. But Isis at length caused the chest to
be placed on a ship which King Malcander provided for her, and set out for Egypt. With her went Maneros,
the young prince of Byblos: but he did not remain with her for long, since his curiosity proved his undoing.
For as soon as the ship had left the land Isis retired to where the chest of Seth lay, and opened the lid.
Maneros crept up behind her and peeped over her shoulder: but Isis knew he was there and, turning, gave
him one glance of anger - and he fell backwards over the side of the ship into the sea.
Next morning, as the ship was passing the Phaedrus River, its strong current threatened to carry them out
of sight of land. But Isis grew angry and placed a curse on the river, so that its stream dried up from that
day.
She came safely to Egypt after this, and hid the chest in the marshes of the delta while she hastened to
the floating island where Buto was guarding Horus.
But it chanced that Seth came hunting wild boars with his dogs, hunting by night after his custom, since
he loved the darkness in which evil things abound. By the light of the moon he saw the chest of cedar
wood inlaid with ebony and ivory, with gold and silver, and recognized it.
At the sight hatred and anger came upon him in a red cloud, and he raged like a panther of the south. He
tore open the chest, took the body of Osiris, and rent it into fourteen pieces which, by his divine
strength, he scattered up and down the whole length of the Nile so that the crocodiles might eat them.
"It is not possible to destroy the body of a god!" cried Seth. "Yet I have done it - for I have destroyed
Osiris!" His laughter echoed through the land, and all who heard it trembled and hid.
Now Isis had to begin her search once more. This time she had helpers, for Nephthys left her wicked
husband Seth and came to join her sister. And Anubis, the son of Osiris and Nephthys, taking the form of a
jackal, assisted in the search. When Isis traveled over the land she was accompanied and guarded by
seven scorpions. But when she searched on the Nile and among the many streams of the delta she made
her way in a boat made of papyrus: and the crocodiles, in their reverence for the goddess, touched
neither the rent pieces of Osiris nor Isis herself. Indeed ever afterwards anyone who sailed the Nile in a
boat made of papyrus was safe from them, for they thought that it was Isis still questing after the pieces
of her husband's body.
Appendix 5.3 – Isis and Osiris contd
73
Slowly, piece by piece, Isis recovered the fragments of Osiris. And wherever she did so, she formed by
magic the likeness of his whole body and caused the priests to build a shrine and perform his funeral
rites. And so there were thirteen places in Egypt which claimed to be the burial place of Osiris. In this
way also she made it harder for Seth to meddle further with the body of the dead god.
One piece only she did not recover, for it had been eaten by certain impious fishes; and their kind were
accursed ever afterwards, and no Egyptian would touch or eat them. Isis, however, did not bury any of
the pieces in the places where the tombs and shrines of Osiris stood. She gathered the pieces together,
rejoined them by magic, and by magic made a likeness of the missing member so that Osiris was
complete. Then she caused the body to be embalmed and hidden away in a place of which she alone
knew. And after this the spirit of Osiris passed into Amenti to rule over the dead until the last great
battle, when Horus should slay Seth and Osiris would return to earth once more.
But as Horus grew in this world the spirit of Osiris visited him often and taught him all that a great warrior
should know - one who was to fight against Seth both in the body and in the spirit.
One day Osiris said to the boy: "Tell me, what is the noblest thing that a man can do?"
And Horus answered: "To avenge his father and mother for the evil done to them."
This pleased Osiris, and he asked further: "And what animal is most useful for the avenger to take with
him as he goes out to battle?"
"A horse," answered Horus promptly.
"Surely a lion would be better still?" suggested Osiris.
"A lion would indeed be the best for a man who needed help," replied Horus; "but a horse is best for
pursuing a flying foe and cutting him off from escape."
"...the time had come for Horus to declare war on Seth..."
When he heard this Osiris knew that the time had come for Horus to declare war on Seth, and bade him
gather together a great army and sail up the Nile to attack him in the deserts of the south.
Horus gathered his forces and prepared to begin the war. And Re himself, the shining father of the gods,
came to his aid in his own divine boat that sails across the heavens and through the dangers of the
underworld.
Before they set sail Re drew Horus aside so as to gaze into his blue eyes: for whoever looks into them, of
gods or men, sees the future reflected there. But Seth was watching; and he took upon himself the form
of a black pig - black as the thunder-cloud, fierce to look at, with tusks to strike terror into the bravest
heart.
Meanwhile Re said to Horus: "Let me gaze into your eyes, and see what is to come of this war." He gazed
into the eyes of Horus and their color was that of the Great Green Sea when the summer sky turns it to
deepest blue.
While he gazed the black pig passed by and distracted his attention, so that he exclaimed: "Look at that!
Never have I seen so huge and fierce a pig."
And Horus looked; and he did not know that it was Seth, but thought it was a wild boar out of the thickets
of the north, and he was not ready with a charm or a word of power to guard himself against the enemy.
Then Seth aimed a blow of fire at the eyes of Horus; and Horus shouted with the pain and was in a great
rage. He knew now that it was Seth; but Seth had gone on the instant and could not be trapped.
Re caused Horus to be taken into a dark room, and it was not long before his eyes could see again as
clearly as before. When he was recovered Re had returned to the sky; but Horus was filled with joy that
he could see, once more, and as he set out up the Nile at the head of his army, the country on either side
shared his joy and blossomed into spring.
There were many battles in that war, but the last and greatest was at Edfu, where the great temple of
Horus stands to this day in memory of it. The forces of Seth and Horus drew near to one another among
the islands and the rapids of the First Cataract of the Nile. Seth, in the form of a red hippopotamus of
gigantic size, sprang up on the island of Elephantine and uttered a great curse against Horus and against
Isis:
Appendix 5.3 – Isis and Osiris contd
74
"Let there come a terrible raging tempest and a mighty flood against my enemies!" he cried, and his voice
was like the thunder rolling across the heavens from the south to the north. At once the storm broke over
the boats of Horus and his army; the wind roared and the water was heaped into great waves. But Horus
held on his way, his own boat gleaming through the darkness, its prow shining like a ray of the sun.
Opposite Edfu, Seth turned and stood at bay, straddling the whole stream of the Nile, so huge a red
hippopotamus was he. But Horus took upon himself the shape of a handsome young man, twelve feet in
height. His hand held a harpoon thirty feet long with a blade six feet wide at its point of greatest width.
Seth opened his mighty jaws to destroy Horus and his followers when the storm should wreck their boats.
But Horus cast his harpoon, and it struck deep into the head of the red hippopotamus, deep into his brain.
And that one blow slew Seth the great wicked one, the enemy of Osiris and the gods - and the red
hippopotamus sank dead beside the Nile at Edfu. The storm passed away, the flood sank and the sky was
clear and blue once more. Then the people of Edfu came out to welcome Horus the avenger and lead him
in triumph to the shrine over which the great temple now stands. And they sang the song of praise which
the priests chanted ever afterwards when the yearly festival of Horus was held at Edfu:
"Rejoice, you who dwell in Edfu! Horus the great god, the lord of the sky, has slain the enemy of his
father! Eat the flesh of the vanquished, drink the blood of the red hippopotamus, burn his bones with
fire! Let him be cut in pieces, and the scraps be given to the cats, and the offal to the reptiles!
"Glory to Horus of the mighty blow, the brave one, the slayer, the wielder of the Harpoon, the only son of
Osiris, Horus of Edfu, Horus the avenger!"
But when Horus passed from earth and reigned no more as the Pharaoh of Egypt, he appeared before the
assembly of the gods, and Seth came also in the spirit, and contended in words for the rule of the world.
But not even Thoth the wise could give judgment. And so it comes about that Horus and Seth still contend
for the souls of men and for the rule of the world.
There were no more battles on the Nile or in the land of Egypt; and Osiris rested quietly in his grave,
which (since Seth could no longer disturb it) Isis admitted was on the island of Philae, the most sacred
place of all, in the Nile a few miles upstream from Elephantine. But the Egyptians believed that the Last
Battle was still to come - and that Horus would defeat Seth in this also. And when Seth was destroyed
forever, Osiris would rise from the dead and return to earth, bringing with him all those who had been his
own faithful followers. And for this reason the Egyptians embalmed dead and set the bodies away beneath
towering pyramids of stone and deep in the tomb chambers of western Thebes, so that the blessed souls
returning from Amenti should find them ready to enter again, and in them to live for ever on earth under
the good god Osiris, Isis his queen and their son Horus.
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Appendix 5.4 – Seven Years’ Famine
The Seven Years’ Famine
The Preface
This narrative is from the famous inscription which was discovered on the rock pictured at left on the
Island of Sahal in 1890 by Charles Wilbour.
In the eighteenth year of the king Tcheser (the third king of the third dynasty), the whole region of the
South, the Island of Elephantine, and the district of Nubia were ruled by the high official Mater. The king
sent a dispatch to Mater informing him that he was in great grief by reason of the reports which were
brought to him into the palace as he sat upon his throne, and because for seven years there had been no
satisfactory inundation of the Nile. As the result of this grain of every kind was very scarce, vegetables
and garden produce of every kind could not be found, and in fact the people had very little food to eat,
and they were in such need that men were robbing their neighbors. Men wished to walk out, but could not
do so for want of strength; children were crying for food, young men collapsed through lack of food, and
the spirits of the aged were crushed to the earth, and they laid themselves down on the ground to die.
In this terrible trouble king Tcheser remembered the god Imhotep, the son of Ptah of the South Wall,
who, it would seem, had once delivered Egypt from a similar calamity, but as his help was no longer
forthcoming Tcheser asked his governor Mater to tell him where the Nile rose, and what god or goddess
was its tutelary duty.
In answer to this dispatch Mater made his way immediately to the king and gave him information on the
matters about which he had asked questions. He told him that the Nile flood came forth from the Island
of Elephantine whereon stood the first city that ever existed; out of it rose the Sun when he went forth to
bestow life upon man, and therefore it is also called, "Doubly Sweet Life." The spot on the island out of
which the river rose was the double cavern Qerti, which was likened to two breasts, from which all good
things poured forth; this double cavern was, in fact, the "couch of the Nile," and from it the Nile-god
watched until the season of inundation drew nigh, and then he rushed forth like a vigorous young man and
filled the whole country. At Elephantine he rose to a height of twenty-eight cubits, but at Diopolis Parva
in the Delta he only rose seven cubits. The guardian of this flood was Khnemu, and it was he who kept the
doors that held it in, and who drew back the bolts at the proper time.
Mater next went on to describe the temple of Khnemu at Elephantine and told his royal master that the
other gods in were Sopdet (Sothis), Anqet, Hapi, Shu, Geb, Nut, Osiris, Horus , Isis and Nephthys, and
after this he enumerated the various products that were found in the neighborhood, and from which
offerings ought to be made to Khnemu. When the king heard these words he offered up sacrifices to the
god, and in due course went into his temple to make supplication before him.
"I am Khnemu, the Creator"
Finally Khnemu appeared before him, and said, "I am Khnemu the Creator. My hands rest upon thee to
protect thy person, and to make sound thy body. I gave thee thine heart... I am he who created himself. I
am the primeval watery abyss, and I am the Nile who riseth at his will to give health for me to those who
toil. I am the guide and director of all men, the Almighty, the father of the gods, Shu, the mighty
posessor of the earth."
Finally the god promised that the Nile should rise every year, as in olden time, and described the good
which should come upon the land when he had made an end of the famine. When Khnemu ceased to
speak king Tcheser remembered that the god had complained that no one took the trouble to repair his
shrine, even though stone lay near in abundance, and he immediately issued a decree in which it was
ordered that certain lands on each side of the Nile near Elephantine should be set apart for the
endowment of the temple of Khnemu, and that a certain tax should be levied upon every product of the
neighborhood, and devoted to the maintenance of the priesthood of the god; the original text of the
decree was written upon wood, and as this was not lasting, the king ordered that a copy of it should be
cut upon a stone stele which should be set in a prominent place.
Appendix 5.4 – Seven Years Famine contd
76
The Afterward
It is not said whether Khnemu kept his promise to Tscher, but we may assume he did. The form of the
narrative of the Seven Years' Famine summarized above is not older than the Ptolemaic period, but the
subject matter belongs to a much older time, and very probably represents a tradition which dates from
the Early Empire.
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Appendix 5.5 – The Land of the Dead
The Land of the Dead
The one visit to the Duat of which a record remains was paid by Se-Osiris, the wonderful child magician
who read the sealed letter, and his father Setna, the son of Pharaoh Rameses the Great.
They stood one day in the window of the palace at Thebes watching two funerals on their way to the
West. The first was that of a rich man: his mummy was enclosed in a wooden case inlaid with gold; troops
of servants and mourners carried him to burial and bore gifts for the tomb, while many priests walked in
front and behind chanting hymns to the gods and reciting the great names and words of power which he
would need on his journey through the Duat. - The second funeral was that of a poor laborer. His two sons
carried the simple wooden case: his widow and daughters-in-law were the only mourners.
'Well,' said Setna, watching the two funerals going down to where the boats were waiting to carry them
across the Nile, 'I hope that my fate will be that of the rich noble and not of the poor laborer.'
'On the contrary,' said Se-Osiris, 'I pray that the poor man's fate may be yours and not that of the rich
man!'
'I pray that the poor man's fate may be yours...'
Setna was much hurt by his son's words, but Se-Osiris tried to explain them, saying, 'Whatever you may
have seen here matters little compared with what will chance to these two in the Judgement Hall of
Osiris. I will prove it to you, if you will trust yourself to me. I know the words of power that open all
gates: I can release your Ba and mine - our souls, that can then fly into the Duat, the world of the dead,
and see all that is happening there. Then you will discover how different are the fates of this rich man
who has worked evil during his life, and this poor man who has done nothing but good.'
Setna had learnt to believe anything the wonderful child said without surprise, and now he agreed to
accompany his son into the Duat, even though he knew that such an expedition would be dangerous: for
once there they might not be able to return.
So the prince and the small boy made their way into the sanctuary of the Temple of Osiris where, as
members of the royal family, they had power to go.
When Setna had barred the doors, Se-Osiris drew a magic circle round them and round the statue of Osiris
and round the altar on which a small fire of cedar wood was burning. Then he threw a certain powder into
the flame upon the altar. Thrice he threw the powder, and as he threw it a ball of fire rose from the altar
and floated away. Then he spoke a spell and ended with a great name of power, a word at which the
whole temple rocked and the flame on the altar leapt high, and then sank into darkness.
'[He] would have cried out in horror if the silence had not pressed upon him like a weight that held him
paralyzed.'
But the Temple of Osiris was not dark. Setna turned to see whence the light came - and would have cried
out in horror if the silence had not pressed upon him like a weight that held him paralyzed.
For standing on either side of the altar he saw himself and his son Se-Osiris only suddenly he knew that it
was not his own body and the boy's for the two bodies lay in the shadows cast by these two forms - the
forms of their Kas or doubles, and above each Ka hovered a tongue of flame which was its Khou or spirit and the clear, light of the Khou served to show its Ka and the dim form of the body from which Ka and
Khou were drawn.
Then the silence was broken by a whisper soft as a feather falling, yet which seemed to fill the whole
Temple with sound: 'Follow me now, my father,' said the voice of Se-Osiris, 'for the time is short and we
must be back before the morning if we would live to see the Sun of Re rise again over Egypt.
Setna turned, and saw beside him the Ba or soul of Se-Osiris - a great bird with golden feathers but with
the head of his son.
'I follow,' he forced his lips to answer; then, as the whisper filled the Temple, he rose on the golden wings
of his own Ba and followed the Ba of Se-Osiris.
Appendix 5.5 – The Land of the Dead contd
78
The temple roof seemed to open to let them through, and a moment later they were speeding into the
West swifter than an arrow from an Ethiopian's bow.
Darkness lay over Egypt, but one red gash of sunset shone through the great pass in the mountains of the
Western Desert, the Gap of Abydos. Through this they sped into the First Region of the Night and saw
beneath them the Mesektet Boat in which Re began his journey into the Duat with the ending of each day.
Splendid was the Boat, glorious its trappings, and its colors were of amethyst and emerald, jasper and
turquoise, lazuli and the deep glow of gold. A company of the gods drew the Boat along the ghostly River
of Death with golden towing-ropes; the portals of the Duat were flung wide, and they entered the First
Region between the six serpents who were curled on either side. And in the great Boat of Re journeyed
the Kas of all those who had died that day and were on their way to the judgement Hall of Osiris.
So the Boat moved on its way through regions of night and thick darkness and came to the portal of the
Second Region. Tall were the walls on either side, and upon their tops were the points of spears so that
none might climb over; the great wooden doors turned on pivots, and once again snakes breathing fire
and poison guarded them. But all who passed through on the Boat of Re spoke the words of power
decreed for that portal, and the doors swung open.
The Second Region was the Kingdom of Re, and the gods and heroes of old who had lived on earth when
he was King dwelt there in peace and happiness, guarded by the Spirits of the Corn who make the wheat
and barley flourish and cause the fruits of the earth to increase.
Yet not one of the dead who voyaged in the Boat of Re might pause there or set foot on the land: for they
must pass into Amenti, the Third Region of the Duat where the judgement Hall of Osiris stood waiting to
receive them.
So the Boat came to the next portals, and at the word of power the great wooden doors screamed open
on their pivots - yet not so loudly did they scream as the man who lay with one of the pivots turning in his
eye as punishment for the evil he had done upon earth.
Into the Third Region sailed the Boat of Re, and here the dead disembarked in the outer court of the
judgement Hall of Osiris. But the Boat itself continued on its way through the nine other Regions of the
Night until the re-birth of Re from out of the mouth of the Dragon of the East brought dawn once more
upon earth and the rising of the sun. Yet the sun would not rise unless each night Re fought and defeated
the Dragon Apep, who seeks ever to devour him in the Tenth Region of the Night.
The Ba of Setna and Se-Osiris did not follow the Boat of Re further, but flew over the Kas of the newly
dead who came one by one to the portal of the Hall of Osiris and one by one were challenged by the DoorKeeper.
'Stay!' cried the Door-Keeper. 'I will not announce thee unless thou knowest my name!'
'Understander of Hearts is thy name,' answered each instructed Ka. 'Searcher of Bodies is thy name!'
'Then to whom should I announce thee?' asked the Door-Keeper.
'Thou shouldst tell of my coming to the Interpreter of the Two Lands.'
'Who then is the Interpreter of the Two Lands?'
'It is Thoth the Wise God.'
So each Ka passed through the doorway and in the Hall Thoth was waiting to receive him, saying: 'Come
with me. Yet why hast thou come?'
'I have come here to be announced,' answered the Ka.
'What is thy condition?'
'I am pure of sin.'
'Then to whom shall I announce thee? Shall I announce thee to him whose ceiling is of fire, whose walls
are living serpents, whose pavement is water?'
'Yes,' answered the Ka, 'announce me to him, for he is Osiris.'
So ibis-headed Thoth led the Ka to where Osiris sat upon his throne, wrapped in the mummy-clothes of
the dead, wearing the uraeus crown upon his forehead and holding the scourge and the crook crossed
79
Appendix 5.5 – The Land of the Dead contd
upon his breast. Before him stood a huge balance with two scales, and jackal-headed Anubis, god of
death, stepped forward to lead the Ka to the judgement.
'I am pure!
I am pure!
I am pure!
I am pure!'
But before the Weighing of the Heart, each dead man's Ka spoke in his own defense, saying: 'I am pure! I
am pure! I am pure! I am pure! My purity is as that of the Bennu bird, the bright Phoenix whose nest is
upon the stone persea-tree, the obelisk at Heliopolis. Behold me, I have come to you without sin, without
guilt, without evil, without a witness against me, without one against whom I have taken action. I live on
truth and I eat of truth. I have done that which men said and that with which gods are content. I have
satisfied each god with that which he desires. I have given bread to the hungry, water to the thirsty,
clothing to the naked and a boat to him who could not cross the River. I have provided offerings to the
gods and offerings to the dead. So preserve me from Apep, the 'Eater-up of Souls', so protect me - Lord of
the Atef-Crown, Lord of Breath, great god Osiris.'
Then came the moment which the evil-doer feared but the good man welcomed with joy.
Anubis took the heart out of the Ka that was the double of his earthly body and placed it in the Scale; and
in the other Scale was set the Feather of Truth. Heavy was the heart of the evil-doer and it dragged down
the Scale: lower and lower it sank, while Thoth marked the angle of the beam until the Scale sank so low
that Ammit the Devourer of Hearts could catch the sinner's heart in his jaws and bear it away. Then the
evil-doer was driven forth into the thick darkness of the Duat to dwell with Apep the Terrible in the Pits
of Fire.
But with the good man the Feather of Truth sank down and his heart rose up, and Thoth cried aloud to
Osiris and the gods, 'True and accurate are the words this man has spoken. He has not sinned; he has not
done evil towards us. Let not the Eater-up of Souls have power over him. Grant that the eternal bread of
Osiris be given to him, and a place in the Fields of Peace with the followers of Horus!'
Then Horus took the dead man by the hand and led him before Osiris, saying, 'I have come to thee, oh
Unnefer Osiris, bringing with me this new Osiris. His heart was true at the coming forth from the Balance.
He has not sinned against any god or any goddess. Thoth has weighed his heart and found it true and
righteous. Grant that there may be given to him the bread and beer of Osiris; may he be like the followers
of Horus!'
Then Osiris inclined his head, and the dead man passed rejoicing into the Fields of Peace there to dwell,
taking joy in all the things he had loved best in life, in a rich land of plenty, until Osiris returned to earth,
taking with him all those who had proved worthy to live forever as his subjects.
All these things and more the Ba of Se-Osiris showed to the Ba of his father Setna; and at length he said,
'Now you know why I wished your fate to be that of the poor man and not of the rich man. For the rich
man was he in whose eye the pivot of the Third Door was turning - but the poor man dwells forever in the
Fields of Peace, clad in fine robes and owning all the offerings which accompanied the evil rich man to his
tomb.'
Then the two Ba spread their golden wings and flew back through the night to Thebes. There they reentered their bodies which their Kas had been guarding in the Temple of Osiris, and were able to return
to their place as ordinary, living father and child, in time to see the sun rise beyond the eastern desert
and turn the cliffs of Western Thebes to pink and purple and gold as a new day dawned over Egypt.
National Geographic Society
80
Appendix 5.6 – Rose-red Slippers
The Girl with the Rose Red Slippers
In the last days of Ancient Egypt, not many years before the country was conquered by the Persians, she
was ruled by a Pharaoh called Amasis. So as to strengthen his country against the threat of invasion by
Cyrus of Persia, who was conquering all the known wo1rld, he welcomed as many Greeks as wished to
trade with or settle in Egypt, and gave them a city called Naucratis to be entirely their own.
In Naucratis, not far from the mouth of the Nile that flows into the sea at Canopus, there lived a wealthy
Greek merchant called Charaxos. His true home was in the island of Lesbos, and the famous poetess
Sappho was his sister; but he had spent most of his life trading with Egypt, and in his old age he settled at
Naucratis.
One day when he was walking in the marketplace he saw a great crowd gathered round the place where
the slaves were sold. Out of curiosity he pushed his way into their midst, and found that everyone was
looking at a beautiful girl who had just been set up on the stone rostrum to be sold.
She was obviously a Greek with white skin and cheeks like blushing roses, and Charaxos caught his breath
- for he had never seen anyone so lovely.
Consequently, when the bidding began, Charaxos determined to buy her and, being one of the wealthiest
merchants in all Naucratis, he did so without much difficulty.
"...she had been carried away by pirates"
When he had bought the girl, he discovered that her name was Rhodopis and that she had been carried
away by pirates from her home in the north of Greece when she was a child. They had sold her to a rich
man who employed many slaves on the island of Samos, and she had grown up there, one of her fellow
slaves being an ugly little man called Aesop who was always kind to her and told her the most entrancing
stories and fables about animals and birds and human beings.
But when she was grown up, her master wished to make some money out of so beautiful a girl and had
sent her to rich Naucratis to be sold.
Charaxos listened to her tale and pitied her deeply. Indeed very soon he became quite besotted about
her. He gave her a lovely house to live in, with a garden in the middle of it, and slave girls to attend on
her. He heaped her with presents of jewels and beautiful clothes, and spoiled her as if she had been his
own daughter.
One day a strange thing happened as Rhodopis was bathing in the marble-edged pool in her secret garden.
The slave-girls were holding her clothes and guarding her jeweled girdle and her rose-red slippers of
which she was particularly proud, while she lazed in the cool water - for a summer's day even in the north
of Egypt grows very hot about noon.
Suddenly when all seemed quiet and peaceful, an eagle came swooping down out of the clear blue sky down, straight down as if to attack the little group by the pool. The slave-girls dropped everything they
were holding and fled shrieking to hide among the trees and flowers of the garden; and Rhodopis rose
from the water and stood with her back against the marble fountain at one end of it, gazing with wide,
startled eyes.
But the eagle paid no attention to any of them. Instead, it swooped right down and picked up one of her
rose-red slippers in its talons. Then it soared up into the air again on its great wings and, still carrying the
slipper, flew away to the south over the valley of the Nile.
"Rhodopis wept at the loss of her rose-red slipper..."
Rhodopis wept at the loss of her rose-red slipper, feeling sure that she would never see it again, and sorry
also to have lost anything that Charaxos had given to her.
81
Appendix 5.6 – Rose-red Slippers contd
But the eagle seemed to have been sent by the gods - perhaps by Horus himself whose sacred bird he was.
For he flew straight up the Nile to Memphis and then swooped, down towards the palace.
At that hour Pharaoh Amasis sat in the great courtyard doing justice to his people and hearing any
complaints that they wished to bring.
Down over the courtyard swooped the eagle and dropped the rose-red slipper of Rhodopis into Pharaoh's
lap.
The people cried out in surprise when they saw, this, and Amasis too was much taken aback. But, as he
took up the little rose-red slipper and admired the delicate workmanship and the tiny size of it, he felt
that the girl for whose foot it was made must indeed be one of the loveliest in the world.
Indeed Amasis the Pharaoh was so moved by what had happened that he issued a decree:
"Let my messengers go forth through all the cities of the Delta and, if need be, into Upper
Egypt to the very borders of my kingdom. Let them take with them this rose-red slipper
which the divine bird of Horus has brought to me, and let them declare that her from
whose foot this slipper came shall be the bride of Pharaoh!"
Then the messengers prostrated themselves crying, 'Life, health, strength be to Pharaoh! Pharaoh has
spoken and his command shall be obeyed!'
So they set forth from Memphis and went by way of Heliopolis and Tanis and Canopus until they came to
Naucratis. Here they heard of the rich merchant Charaxos and of how he had bought the beautiful Greek
girl in the slave market, and how he was lavishing all his wealth upon her as if she had been a princess put
in his care by the gods.
So they went to the great house beside the Nile and found Rhodopis in the quiet garden beside the pool.
When they showed her the rose-red slipper she cried out in surprise that it was hers. She held out her foot
so that they could see how well it fitted her; and she bade one of the slave girls fetch the pair to it which
she had kept carefully in memory of her strange adventure with the eagle.
Then the messengers knew that this was the girl whom Pharaoh had sent them to find, and they knelt
before her and said, 'The good god Pharaoh Amasis - life, health, strength be to him! - bids you come with
all speed to his palace at Memphis. There you shall be treated with all honor and given a high place in his
Royal House of Women: for he believes that Horus the son of Isis and Osiris sent that eagle to bring the
rose-red slipper and cause him to search for you.'
Such a command could not be disobeyed. Rhodopis bade farewell to Charaxos, who was torn between joy
at her good fortune and sorrow at his loss, and set out for Memphis.
And when Amasis saw her beauty, he was sure that the gods had sent her to him. He did not merely take
her into his Royal House of Women, he made her his Queen and the Royal Lady of Egypt. And they lived
happily together for the rest of their lives and died a year before the coming of Ambyses the Persian.
National Geographic Society
82
Appendix 5.7 – Create-A-Myth
Create-A-Myth Assignment
Task
Write a paragraph or two describing a myth of your own creation. This myth should be based on or
try to explain the geography and culture of your home region (either a place where you currently
reside in or a place where you grew up). Examples of elements in your story could include things like
explaining the origin or formation of a local geographical feature like a river, mountain, or cliff, a retelling of a famous local story, or a myth about the life of a historical figure from the area. Feel free to
adapt ideas from some of the Ancient Egyptian myths that we discussed in today’s class.
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DM Adapted from <http://www.nationalgeographic.com/xpeditions/lessons/06/g35/kingtut.html>
83
Appendix 5.8 – Crossword Puzzle
Across
Down
10. The jackal-headed god. Can foresee a mortal's destiny and
is associated with magic and divination.
1.
The first of the gods, the self-created. Bisexual and was
sometimes called "the great he-she."
3.
2.
Goddess of the primal waters. She was a mass of stagnant
water that filled all the universe.
11. The artificer. The creator god. According to the priests of
memphis, the fount of all creation.
3.
The Assyro-Babylonian goddess Ishtar, inducted into the
Egyptian pantheon.
4.
4.
Egyptian goddess of truth and justice portrayed with a
feather.
12. At first the god of corn; later the god of the dead. Brought
civilization to the Egyptians.
5.
Red of hair and eyes, pale of skin, the god of evil, of
drought, of destruction, thunder and storm.
5.
6.
A sky goddess, represented as a woman with cow's horns
between which hangs a solar disc.
13. God of the sun; sometimes identified or considered
synonymous with Atum.
7.
The falcon-headed god. A sky god whose eyes are the
sun and the moon, continually at war with Set.
14. God of wisdom, music, magic, medicine, astronomy,
geometry, surveying, art and writing.
8.
Wife and sister of Osiris (the ancients had nothing against
a little divine incest). The ideal wife and mother.
9.
The cat-headed goddess, a local deity of the delta. The
kindly goddess of joy, music and dancing.
King of the gods of Egypt. Patron of the pharaohs.
Originally a god of fertility.
A god of fertility and sexual potency. An ancient god of
pre-dynastic origins.
Goddess of war and battles, consort of ptah. Hathor took
her shape when she made war on men.
Appendix 5.8 – Crossword Puzzle contd
ANSWERS TO CROSSWORD
84
DM 2010
85
Appendix 5.9 – KWL Chart
K-W-L Chart
TOPIC:_______________________________
What I Know
What I Want to
know/learn
What I Learned
DM adapted from JHW 2010
Appendix 5.10 – Evolution of Tombs
Evolution of Egyptian Tombs
Mastaba
Pyramid
Step
Pyramid
Bent
Pyramid
86
Appendix 5.10 – Evolution of Tombs contd
87
True
Pyramid
Valley of the Kings
Vanderzwet, Pete. The Evolution of the Egyptian Pyramid. InterCity Oz, Inc.
88
Appendix 5.11 – Debate Rubric
Rubric for Classroom Debate
Check one of the following:
[ ] Team A
[ ] Team B
Check one of the following:
[ ] Team argues in favour of the given theory.
[ ] Team argues against the given theory.
1 = Weak
2 = Developing
3 = Adequate 4 = Above average
5 = Strong
Using the above grading scale, circle the appropriate numbers for each of the
following criteria:
1.
Opening statements were clear and addressed the central issues of the
debate.
1
2.
5
2
3
4
5
2
3
4
5
Rebuttal statements effectively addressed the statements of the opposing
team.
1
5.
4
Claims show evidence of prior reading and preparation.
1
4.
3
Overall impression of the presentation – eye contact, use of voice, etc.
1
3.
2
2
3
4
5
Final statements effectively summarized the main points and solidified
the team’s position on the issue.
1
2
3
4
5
Comments
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89
Appendix 5.12 – Mummification Story
The Mummification Story
The process of mummification has two stages. First, the embalming of the
body. Then, the wrapping and burial of the body.
Embalming
First, his body is taken to the tent known as 'ibu' or the 'place of purification'.
There, the embalmers wash his body with good-smelling palm wine and
rinse it with water from the Nile. Embalmers were people who treated dead
bodies with preservatives to keep them looking lifelike. Embalmers in
ancient Egypt used natron and oils in embalming.
One of the embalmer's men
makes a cut in the left side of
the body and removes many
of the internal organs. It is
important to remove these
because they are the first part
of the body to decompose.
The liver, lungs, stomach and
intestines are washed and
packed in natron which will
dry them out.
Appendix 5.12 – Mummification Story contd
90
This is a natural salt used to dry out dead bodies and internal organs in the
mummification process. The heart is not taken out of the body because it is
the centre of intelligence and feeling and the man will need it in the afterlife.
A long hook is used to smash the
brain and pull it out through the
nose.
The body is now
covered and stuffed
with natron which will
dry it out. All of the
fluids, and rags from
the embalming
process will be saved
and buried along with
the body.
After forty days the body is
washed again with water from
the Nile. Then it is covered
with oils to help the skin stay
elastic. he dehydrated internal
organs are wrapped in linen
and returned to the body. The
body is stuffed with dry
materials such as sawdust,
leaves and linen so that it
looks lifelike.
Appendix 5.12 – Mummification Story contd
Finally the body is covered again with good-smelling oils. It is now ready to be
wrapped in linen.
In the past, when the internal organs were removed from a body they were
placed in hollow canopic jars. These were special jars used to hold internal
organs. The lids of canopic jars represented four gods called the "four sons of
Horus". Over many years the embalming practices changed and embalmers
began returning internal organs to bodies after the organs had been dried in
natron. However, solid wood or stone canopic jars were still buried with the
mummy to symbolically protect the internal organs.
The body has now been cleaned, dried and rubbed with good-smelling oils. It is
ready to be wrapped in linen.
Wrapping
First the head and neck are wrapped with strips of fine linen. Then the fingers
and the toes are individually wrapped.
91
Appendix 5.12 – Mummification Story contd
92
The arms and legs are wrapped separately. Between the layers of wrapping, the
embalmers place amulets (small trinkets or charms that were meant to protect
the owner from evil spells or actions) to protect the body in its journey through
the underworld.
A priest reads spells
out loud while the
mummy is being
wrapped. These spells
will help ward off evil
spirits and help the
deceased make the
journey to the afterlife.
The arms and legs are tied
together. A papyrus scroll with
spells from the Book of the
Dead is placed between
the wrapped hands.
More linen strips are wrapped around the body. At every layer, the bandages are
painted with liquid resin that helps to glue the bandages together. A cloth is
wrapped around the body and a picture of the god Osiris is painted on its
surface.
Appendix 5.12 – Mummification Story contd
93
Finally, a large cloth is wrapped around the
entire mummy. It is attached with strips of linen
that run from the top to the bottom of the
mummy, and around its middle.
A board of painted wood is placed on top of the mummy before the mummy is
lowered into its coffin. The first coffin is then put inside a second coffin.
The funeral is held for the deceased and his family mourns his death. A ritual
called the 'Opening of the Mouth' is performed, allowing the deceased to eat and
drink again. Finally, the body and its coffins are placed inside a large stone
sarcophagus in the tomb. Furniture, clothing, valuable objects, food and drink are
arranged in the tomb for the deceased. Now his body is ready for its journey
through the underworld. There his heart will be judged by his good deeds on
earth. If his heart is found to be pure he will be sent to live for all eternity in the
beautiful 'Field of Reeds'.
94
WORKS CITED
Ancient Egypt: Stories and Myths". National Geographic Society. February 8,
2010
<http://www.nationalgeographic.com/xpeditions/lessons/06/g35/kingtut.html>.
This is the official website for the acclaimed National Geographic Society.
According to them, “it is one of the largest non-profit scientific and
educational institutions in the world. Its interests include geography,
archaeology and natural science, the promotion of environmental and
historical conservation.” This website was used to adapt lesson plan
ideas.
Ancient Mesopotamia: This History Our History. 14 Jan. 2010.
<http://mesopotamia.lib.uchicago.edu/>
This website was created by the Oriental Institute of the University of
Chicago. This is a research institution and a public museum that is world
renowned for its collection of artefacts. This website contains factual
information, an online catalogue of many artefacts in their museum and
teaching and learning resources. This is a reputable website as it was
created by an accredited university in conjunction with federal and cultural
agencies.
Bennet, Barrie and Carol Rolheiser. Beyond Monet: The Artful Science of
Instructional Integration. Bookation Inc, 2008.
This book is a teaching resource for creative teaching; instructional
concepts, skills and tactics; lesson design and organizers. It is especially
helpful for all the innovative teaching strategies it suggests, thanks to its
recent publishing,
The British Museum: Ancient Egypt. 8 February 2010. “Egyptian Life”, “Trades”,
“Writing”. <http://www.ancientegypt.co.uk/menu.html>.
A comprehensive overview of the significant aspects of ancient Egyptian,
including daily life, trades, and writing. Each section provides personal
stories, opportunity for exploration, and interactive challenges to
consolidate thinking. Furthermore, there is a wide variety of information on
Ancient Egypt in general such as facts, diagrams, interactive challenges
and pictures.
The Carnegie Museum of Natural History. 5 February 20010. “Life in Ancient
Egypt: Teacher’s Guide”
<http://www.carnegiemnh.org/exhibitions/egypt/guide.htm>.
Very informative and useful online site linking to exhibits and a teacher’s
guide containing aspects of ancient Egyptian daily life and a complete
glossary of relevant terms.
95
Davis, M. Dale. Civilizations in History. Second Edition. Toronto: Oxford
University Press, 1994.
This is a textbook that was used for the Grade 11 Ancient Civilizations
course in the old curriculum within the Peel District School Board. It is
very reliable and the author of the book also teaches the course in Peel.
Pages 67-74 were photocopied from this book for the purpose of teaching
the topic “Puzzle of the Pyramids”.
Davis, M. Dale. Civilizations in History: Teacher’s Resource. A Thinking Skills
Approach to the Study of Human Development. Toronto: Oxford
University Press, 1994.
This is a teacher’s resource for the textbook “Civilizations in History”. It
provides an array of useful resources for a teacher who teaches this
course. This ranges from answers to questions and teaching suggestions,
to various student assignment sheets corresponding to the units in the
course. The debate strategy for the topic “Puzzle of the Pyramids” was
adapted from this book.
Gardiner, Alan. 2005. 4 February 2010.
<http://www.reshafim.org.il/ad/egypt/people/gardiner/gardiner.htm>
This is a site providing a divided comprehensive list of commonly used
hieroglyphics comprised by Alan Gardiner and made user friendly. Topics
include specific gender roles, animal types, tools, materials, etc in ancient
Egypt.
Newman, Garfield et. al. Echoes From the Past: World History to the 16th
Century. Teacher’s Resource and CD-ROM. McGraw-Hill Ryerson
School, 2001.
This is the teacher’s resource for the textbook Echoes From the Past:
World History to the 16th Century. It provides an array of useful resources
for a teacher who is using the textbook to teach the course. The idea for
the activity on the evolution of Egyptian tombs was taken directly from this
book. The CD-ROM contains all the suggested graphic organizers known
as Blackline Master for each unit and topic in electronic versions so they
are easy to edit or print off. 1-19 on ‘Women in Ancient Egypt’ is directly
from this source and used in activity 4 – social structure.
Painting in Ancient Egypt. 21Jan. 2010.
<http://www.love-egypt.com/painting.html>
This website was developed by a person for their love of Egypt. Although
the author references a lot of academic sources, this is not the most
scholarly website and it is not recommended that you site information or
facts directly from this source. This website had a wide variety of pictures,
which was what it was used for.
96
Research for Success @ Your Library: A Guide for Secondary Students. Toronto:
Toronto District School Board, 2005
This handbook was created by the Toronto District School Board to help
high school students develop their research skills. It is filled with ideas,
strategies and tangible documents to help students succeed in school.
Many assessment and research skills were adapted from this book.
Teaching Today. The McGraw-Hill Companies. Feb 11. 2010.
< http://www.glencoe.com/sec/teachingtoday/weeklytips.phtml/31>
This website has a good catalogue of graphic organizers. It was used for
its templates of graphic organizers.
Vanderzwet, Pete. The Evolution of the Egyptian Pyramid. InterCity Oz, Inc.
This is the website for an Egyptian travel agency. This is not the most
scholarly website, so caution is used against sourcing information. This
site was only used to obtain photographs of Egyptian pyramids and tombs.