Download Ancient Egypt

Project GLAD
Ancient Egypt: Gift of the Nile
Level 6
Idea Pages
I.
Unit Theme (Include cross-cultural sensitivity theme)
 Ancient Egypt
 Rivers and erosion
 The effect of rivers on the development of civilizations
 Cross-cultural theme—Rivers have effected many civilizations and cultures through
time. Many cultures have stories that reflect dependence on the river.
II.
Focus & Motivation
 Ancient Egypt Big Book
 Anthropologist Awards
 Inquiry Chart
 Observation Walk
 San Jose Egyptian Museum Field Trip
III.
Closure
 Process charts and learning
 Reread Big Book
 Share student poetry and projects
 Personal Exploration Activities
IV.
Social Science Concepts: California State Standards (6th Grade)
6.2.0-analyze the geographic, political, economic, religious, and social structures of early
Egypt
6.2.1-locate and describe the major river systems and discuss the physical settings that
supported permanent settlement and early civilizations
6.2.2-trace the development of agricultural techniques that permitted the production of
economic surplus and the emergence of cities as centers of culture and power
6.2.3-understand the relationship between religion and the social and political order in
Egypt
6.2.5-discuss the major features of Egyptian art and architecture
6.2.6-describe the role of Egyptian trade in the eastern Mediterranean and Nile valley
6.2.7-understand the significance of Queen Hatshepsut and Ramses the Great
6.2.8-identify the location of the Kush civilization and describe its political, commercial,
and cultural relations with Egypt
6.2.9-trace the evolution of language and its written forms
V.
Science Concepts: California State Standards (6th Grade)
2-topography is reshaped by the weathering of rock and soil and by the transportation and
deposition of sediment
2a-water running downhill is the dominant process in shaping the landscape
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2b-rivers and streams are dynamic systems that erode, transport sediment, change course,
and flood their banks in natural and recurring patterns
2d-floods change human and wildlife habitats
3a-energy can be carried from one place to another by waves, including water
VI.
Language Arts Concepts: California State Standards (6th Grade)
Reading
1.1- Read aloud narrative and expository text fluently and accurately with appropriate
pacing, intonation, and expression
1.2- Identify and interpret figurative language and words with multiple meanings
2.0- Students read and understand grade-level-appropriate material. They describe and
connect the essential ideas, arguments, and perspectives of the text by using their
knowledge of text structure, organization, and purpose
2.2- Analyze text that uses the compare/contrast organizational pattern.
2.3- Connect and clarify main ideas by identifying their relationships to other sources and
related topics
2.4- Clarify an understanding of texts by creating outlines, logical notes, summaries, or
reports
3.0- Students read and respond to historically or culturally significant works of literature
that reflect and enhance their studies of history and Social Science. They clarify the ideas
and connect them to other literary works
3.1- Identify the forms of fiction and describe the major characteristics of each form.
3.2- Analyze the effect of the qualities of the character (e.g., courage or cowardice,
ambition or laziness) on the plot and the resolution of the conflict
3.3- Analyze the influence of setting on the problem and its resolution
3.5- Identify the speaker and recognize the difference between first- and third-person
narration (e.g., autobiography compared with biography)
3.6- Identify and analyze features of themes conveyed through characters, actions, and
images
3.7- Explain the effects of common literary devices (e.g., symbolism, imagery, metaphor)
in a variety of fictional and nonfictional texts
3.8- Critique the credibility of characterization and the degree to which a plot is contrived
or realistic (e.g., compare use of fact and fantasy in historical fiction)
Writing
1.2- Create multiple-paragraph expository compositions
1.2a- Engage the interest of the reader and state a clear purpose
1.2b-Develop the topic with supporting details and precise verbs, nouns, and adjectives
to paint a visual image in the mind of the reader
1.2c- Conclude with a detailed summary linked to the purpose of the composition
1.5- Compose documents with appropriate formatting by using word-processing skills
and principles of design (e.g., margins, tabs, spacing, columns, page orientation)
2.2- Write expository compositions (e.g., comparison and contrast)
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2.2a- State the thesis or purpose
2.2b- Explain the situation
2.2c- Follow an organizational pattern appropriate to the type of composition
2.2d- Offer persuasive evidence to validate arguments and conclusions as needed
Written and Oral Language Conventions
1.1- Use simple, compound, and compound-complex sentences
1.3- Use colons after the salutation in business letters, semicolons to connect independent
clauses, and commas when linking two clauses with a conjunction in compound
sentences
1.4- Use correct capitalization
1.5- Spell frequently misspelled words correctly
Listening and Speaking
1.0- Students deliver focused, coherent presentations that convey ideas clearly and relate
to the background and interests of the audience; They evaluate the content of oral
communication
1.6- Support opinions with detailed evidence and with visual or media displays that use
appropriate technology
VII.ELD Concepts: California State Standards (6th Grade)
LS=Listening
& Speaking
RF/VD=
Reading
RC= Reading
Fluency &
Comprehension
Vocabulary
Dev.
LRA=
Literary
Response &
Analysis
WA= Word
Analysis
W=
Writing
Beginning
LS- Demonstrate comprehension of oral presentations and instructions through nonverbal responses (e.g., gestures, pointing, drawing)
LS- Begin to speak with a few words or sentences
LS- Independently use common social greetings and simple repetitive phrases
RC- Read and orally respond to simple text by answering factual comprehension
questions using key words or phrases
RC- Understand and follow simple, multistep, oral directions of classroom or workrelated activities
RC- Orally identify main ideas and some details of familiar texts using key words or
phrases
RC- Use pictures, lists, charts, and tables to identify the factual components of
compare/contrast patterns in informational materials
RF/VD- Read aloud simple words presented in literature and content-area texts;
demonstrate comprehension using one- or two-word or simple sentence responses
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RF/VD- Respond with appropriate short phrases or sentences in a variety of social and
academic settings
RF/VD- Create a simple dictionary
RF/VD- Retell stories using phrases and sentences
RF/VD- Communicate basic needs using vocabulary
LRA-Orally respond to simple literary tests by answering factual comprehension
questions using one- or two-word responses
LRA- Orally identify different characters and settings in simple literary texts using words
or phrases
LRA- Use pictures, lists, charts, and tables to identify the sequence of events from simple
literary texts
LRA- Recite simple poems
WA- Recognize and pronounce most English phonemes while reading aloud
WA- Recognize most common English morphemes in phrases and simple sentences
W- Organize and record information from selected literature and content areas by
displaying it on pictures, lists, charts, and tables
W- Create simple sentences or phrases with some assistance
W- Write a brief narrative by using a few simple sentences that include the setting and
some details
W- Use the writing process to write brief narratives and stories with a few standard
grammatical forms
W- Write simple compositions, such as descriptions and comparison and contrast, that
have a main idea and some detail
Early Intermediate
LS- Begin to be understood when speaking with some inconsistent grammar
LS- Ask and answer questions using phrases or simple sentences
LS- Restate and execute multistep directions
LS- Restate the main idea of oral presentations of subject matter content using simple
sentences
LS- Orally communicate basic needs
LS- Prepare and deliver short oral presentations
RC- Read and orally respond to simple literary texts and texts in content areas by
answering factual comprehension questions using simple sentences
RC- Read and orally identify main ideas and details of informational materials
RC- Orally identify the factual components of simple informational materials using key
words or phrases
RF/VD- Use knowledge of literature and content areas to understand unknown words
RF/VD- Read simple paragraphs and passages independently
RF/VD- Self-corrects when speaking and reading out loud
RF/VD- Read own writing of narrative and expository text aloud with appropriate
pacing, intonation, and expression
RF/VD- Use a standard dictionary to find the meaning of known vocabulary
LRA- Orally respond to brief literary texts by answering factual comprehension
questions using simple sentences
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LRA- Read and orally identify the main events of the plot using simple sentences
LRA- Read and orally identify the speaker or narrator in a selection
LRA- Identify the difference between first and third person using simple sentences
LRA-Orally describe a character in a brief literary text by identifying the thoughts and
actions of the character using simple sentences
WA- Produce most English phonemes comprehensibly, while orally reading their own
writing, simple sentences, or texts
WA-Use common English morphemes in oral and silent reading
WA- Recognize obvious cognates in phrases, simple sentences, literature and contentarea texts
W- Write simple sentences of brief responses to selected literature to show factual
understanding of the text
W- Use common verbs, nouns, and high-frequency modifiers in writing simple sentences
W- Create a draft of a paragraph by following an outline
W- Write an increasing number of words and simple sentences appropriate for Language
Arts and other content areas (e.g., Math, Science, Social Science)
W- Write expository compositions (e.g., descriptions, compare/contrast,
problem/solution) that include a main idea and some details in simple sentences
W- Collect information from various sources and take notes on a given topic
W- Proceed through the writing process to write short paragraphs that contain supporting
details about a given topic (there may be some inconsistent use of standard grammatical
forms)
Intermediate
LS- Respond to messages by asking simple questions or by brief restatement of the
message
LS- Listen attentively to stories/information and identify key details and concepts using
both verbal and non-verbal responses
LS- Be understood when speaking with fairly consistent grammar
LS- Actively participate in social conversations with peers and adults on familiar topics
by asking and answering questions and soliciting information
LS- Prepare and deliver short presentations
RC- Read and use detailed sentences to orally respond to literature by answering factual
questions
RC- Read and use detailed sentences to orally explain main ideas and details of
informational, literary, and text materials in content areas
RF/VD- Use a standard dictionary to determine meanings of unknown words
RF/VD- Recognize simple idioms, analogies, figures of speech, and metaphors in
literature and texts in content areas
RF/VD- Demonstrate internalization of English grammar, usage, and word choice by
recognizing and correcting errors when speaking or reading aloud
RF/VD- Use decoding skills and knowledge of vocabulary, both academic and social, to
read independently
RF/VD- Recognize that words sometimes have multiple meanings
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LRA- Use expanded vocabulary, descriptive words, and paraphrasing for oral and written
response to familiar literary texts
LRA- Read and use detailed sentences to orally respond to factual comprehension
questions from short stories, novels, and essays
LRA- Apply knowledge of language to analyze and derive meaning and comprehension
from literary texts
WA- Apply knowledge of common English morphemes in oral and silent reading to
derive meaning from literature and texts in content areas
WA- Identify cognates and false cognates in literature and texts in content areas
W- Narrate a sequence of events and communicate their significance to the audience
W- Write brief expository compositions (e.g., descriptions, compare/contrast,
problem/solution) that include a thesis and some points of support
W- Develop a clear purpose in a short essay by appropriately using rhetorical devices of
quotations and facts
W- Write responses to selected literature that exhibit understanding of the text, using
detailed sentences and transitions
W- Use more complex vocabulary and sentences appropriate for Language Arts and other
content areas (e.g., Math, Science, Social Studies)
W- Use complex sentences in writing brief fictional biographies and short stories that
include a sequence of events and supporting details
W- Use basic strategies of notetaking, outlining, and the Writing Process to structure
drafts of simple essays, with consistent use of standard grammatical forms (some rules
may not be followed)
Early Advanced
LS- Listen attentively to more complex stories/information on new topics across content
areas and identify the main points and supporting details
LS- Retell stories in greater detail, including characters, setting, plot, summary, and
supporting details
LS- Be understood when speaking using consistent standard English grammatical forms,
sounds, intonation, pitch, and modulation with some random errors
LS- Actively participate and initiate more extended social conversations with peers and
adults on unfamiliar topics by asking and answering questions, restating, and soliciting
information
LS- Recognize appropriate ways of speaking that vary based on purpose, audience, and
subject matter
LS- Respond to messages by asking questions, challenging statements, or offering
examples that affirm the message
LS- Use idioms and figurative language
RC- Identify and explain the main ideas and critical details of informational materials,
literary text, and text in content areas
RF/VD- Use knowledge of English morphemes, phonics, and syntax to decode and
interpret the meaning of unfamiliar words
RF/VD- Recognize that words sometimes have multiple meanings and apply this
knowledge to literature and texts in content areas
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RF/VD- Use a standard dictionary to determine meanings of unknown words
RF/VD- Use decoding skills and knowledge of academic and social vocabulary to
achieve independent reading
RF/VD- Use idioms, analogies, and metaphors in literature and texts in content areas
RF/VD- Read increasingly complex narrative and expository texts aloud with appropriate
pacing, intonation, and expression
LRA- Identify literary devices such as narrative voice, symbolism, dialect, and irony
LRA- Describe the author’s point of view in literary text using detailed sentences
LRA- Read and orally describe the literary elements of plot, setting, and characters using
detailed sentences
WA- Apply knowledge of word relationships, such as roots and affixes, to derive
meaning from literature and texts in content areas
WA- Distinguish between cognates and false cognates in literature and texts in content
areas
W- Write in different genres (e.g., short stories and narratives), including coherent plot
development, characterization, and setting
W- Develop a clear thesis and support it by using analogies, quotations, and facts
appropriately
W- Use appropriate language variations and genres in writing for Language Arts and
other content areas
Advanced
LS- Listen attentively to stories and subject area topics, and identify the main points and
supporting details
LS- Demonstrate understanding of figurative language and idiomatic expressions by
responding to and using such expressions appropriately
LS- Negotiate and initiate social conversations by questioning, restating, soliciting
information, and paraphrasing
LS- Prepare and deliver reports that include purpose, point of view, introduction,
transitions, and conclusions
LS- Speak clearly and comprehensibly using standard English grammatical forms,
sounds, intonation, pitch, and modulation
RC- Identify and explain the main ideas and critical details of informational materials,
literary text, and text in content areas
RF/VD- Use words appropriately that sometimes have multiple meanings and apply this
knowledge consistently to literature and texts in content areas
RF/VD- Apply knowledge of academic and social vocabulary to achieve independent
reading
RF/VD- Use common idioms and some analogies and metaphors
RF/VD- Use a standard dictionary to determine meaning of unknown words
LRA- Analyze setting and its influence on the meaning and conflict of a literary text
LRA- Identify and describe literary elements and techniques such as figurative language,
imagery, and symbolism
LRA- Analyze development of a plot, including its development and how conflicts are
addressed and resolved
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WA- Apply knowledge of word relationships, such as roots and affixes, to derive
meaning from literature and texts in content areas
WA- Apply knowledge of cognates and false cognates to derive meaning from literature
and texts in content areas
W- Produce writing by using various elements of discourse (e.g., purpose, speaker,
audience, form) in narrative, expository, persuasive, and/or descriptive writing
W- Use appropriate language variations and genres in writing for Language Arts and
other areas
W- Write responses to literature that develop interpretations, exhibit careful reading, and
cite specific parts of the text
VIII. Math & Other Skills (6th Grade)
Number Sense
2.1 Convert one unit of measurement to another (e.g., from feet to miles, from
centimeters to inches).
2.2 Demonstrate an understanding that rate is a measure of one quantity per unit value of
another quantity.
2.3 Solve problems involving rates, average speed, distance, and time.
3.1 Use variables in expressions describing geometric quantities (e.g., P = 2w + 2l, A =
1/2bh, C
- the formulas for the perimeter of a rectangle, the area of a triangle, and
the circumference of a circle, respectively).
3.2 Express in symbolic form simple relationships arising from geometry.
 Measurement and Geometry
1.3 Know and use the formulas for the volume of triangular prisms and cylinders (area of
base x height); compare these formulas and explain the similarity between them and the
formula for the volume of a rectangular solid.
IX. Vocabulary (6th Grade)
Inundation
Anthropologist
Pharaoh
Hieroglyphics
unification
Regent
Erosion
Agriculture
Caste
Cataracts
Delta
Papyrus
X.
Dynasty
Afterlife
Embalm
Mummy
Obelisk
Architecture
Polytheistic
Scarab
Temple
Tomb
Archeologist
Ziggurat
Resources and Materials (6th Grade)
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Teacher
o Harcourt Brace 6th Grade Social Studies Textbook
o Tut-ankh-amun and His Friends -Cyril Aldred
o Egypt: People, Gods, Pharaohs - Rose Marie Hagen & Rainer Hagen
o Ancient Egypt: Life, Myth, and Art - Joann Fletcher
o The River Nile - Bruce Bander
o Masterpieces of Tutankhamun - David P. Silverman
o Our Global Village: Egypt - Judy M. Hagene
o Make it Work! Ancient Egypt - Andrew Haslam & Alexandra Parsons
o The Way to Eternity: Egyptian Myth - Fergus Fleming
o The Gold of the Pharaohs - Henry Stierlin
o The Age of God-Kings - Time Life Editors
o Lost Civilizations: Egypt-Land of the Pharaohs - Time Life Editors
Fiction
o Egyptian Legends and Stories - M.V. Seton-Williams
o Mummies in the Morning - Mary Pope Osborne
o The Egypt Game - Zilpha Keatley Snyder
o Ms. Frizzle’s Adventures: Ancient Egypt - Joanna Cole & Bruce Degen
Nonfiction
o Secrets of the Sphinx - James Cross Giblin
o Valley of the Golden Mummies - Joan Holub
o Usborne’s Internet Linked Mummies and Pyramids - Sam Taplin
o Pyramids & Mummies - Seymour Simon
o Mummies and Pyramids - Will and Mary Osborne
o Postcards from Egypt - Helen Arnold
o Mummies Unwrapped! - Kimberly Weinberger
o Civilizations Past to Present: Egypt - Kevin Supples
o Egypt - Stephen Krensky
o Kingfisher Knowledge: Mummies - John Malam
o National Geographic Treasures of Egypt - National Geographic Editors
o Treasures of Tutankhamun - Editor Katherine Stoddert Gilbert
o Ancient Egypt - Robert Nicholson and Claire Watts
o In Search of Tutankhamun: The Discovery of a King’s Tomb - Gill Harvey
o Mummies, Tombs, and Treasure: Secrets of Ancient Egypt - Gill Harvey
o Egyptian Pyramid - James Putnam
o The Egyptian News - Scott Steedman
Poetry
o Voices of Ancient Egypt - Kay Winters
o Who Build the Pyramids? - Meredith Hooper
Technology
o Ancient Egyptian Monuments – http://library.thinkquest.org/3011/egypt4.htm
o British Museum- www.ancientegypt.co.uk
o Mummy Discoveries in Egypt: News – http://www.guardians.net/hawass
o Egyptian Museum –
http://www.touregypt.net/egyptmuseum/egyptian_museum.htm
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o The Brooklyn Museum Egyptian Art Collection –
http://www.brooklynmuseum.com
o National Geographic’s “How to Make a Mummy”http://www.nationalgeographic.com/media/tv/mummy/index.html
o Usborne’s Mummies & Pyramids Internet Links – http://www.usbornequicklinks.com
Other
o San Jose Egyptian Museum (Field Trip)
o Ancient Artifacts (Presentation Program)
o The Prince of Egypt (movie)
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Project GLAD
Ancient Egypt: Gift of the Nile
Level 6
Unit Planning Pages
I.
Focus & Motivation
 Cognitive Content Dictionary (CCD) with Signal Word
 Ancient Egypt Big Book
 Picture File Cards
 Observation Walk
 Anthropologist Awards
 Poetry
 Chants
 Inquiry Chart
 Realia & Interest Pieces
II.
Input
 10/2 Lecture with Primary Language
 World Map Pictorial (Rivers of the World)
 Egypt Map (Upper and Lower Egypt)
 Timeline-Eras of Egypt
 Nile River Pictorial (Flood Cycle)
 Pyramid of Power Pictorial
 King Menes Pictorial
 Narrative Input—Who Built the Pyramid?
 Newspaper Articles—Discoveries in Egypt and/or archaeology
III.
Guided Oral Practice-Form Co-op groups
 T-graph & processing
 Exploration Report (round table with Picture File Cards)
 Numbered Heads
 Heads Together & Process Grid
 Sentence Patterning Chart
 Team Tasks
 Group Frame
IV.
Reading & Writing
A. Whole Group
 Group Frames
 Ancient Egypt Big Book
 Cooperative Strip Paragraph
 Found Poem
B. Small Group
 Team Tasks
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Ear-to-Ear Reading
Textbook Work: paired reading, tutoring, activity sheets
Focused Reading
Flexible Reading Groups
Expert Groups
Team Writers’ Workshop
Group Process Grids
Sentence Patterning Chart (Farmer in the Dell)
Interactive Reading
C. Individual Activities--Portfolio
 Paragraph Writing
 Poetry Writing
 World Map
 Nile River
 Pyramid of Power
 Interactive Journal
 Learning Logs
 Cartouche Art Project
 Individual Tasks
D. Writers’ Workshop
 Mini Lesson
 Writing & Planning
 Conferences
 Author’s Chair
V.
Reinforcement & Extension Activities
 Poetry
 Read Aloud
 Newspaper Interest Pieces
 Total Room Environment
VI.
Daily Activities
 Read Aloud
 Silent Reading or Book Sharing
 Listening Activities
 Oral Language Activities
 Daily News or Interest Piece
 Personal Interaction
VII.
Closure
 Focused Reading
 Process Inquiry Charts
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Sharing Poetry
Reading Big Books
Student Generated Text
Personal Exploration Activity
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Project GLAD
Ancient Egypt: Gift of the Nile
Level 6
Sample Daily Lesson Plan (5-Day Plan)
Day 1:
Focus & Motivation
 Cognitive Content Dictionary with signal word
 Expectations
 Big Book
 Observation Charts
 Inquiry Chart - Ancient Egypt
 Poetry - Anthropologist BUGALOO
Input
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World Map (Rivers of the World)
Pictorial Input Chart - King Menes
10/2 with primary language
Guided Oral Practice
 Poetry- King Menes Chant
 T-Graph; Team Points
 Picture File Cards - Exploration Report
Input
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Graphic Organizer - Pyramid of Power
10/2 with primary language
Reading & Writing
 Learning Log
 Interactive Journals
Closure
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Home/School Connection
Review Chants
- Revisit with vocabulary and picture file cards
Day 2:
Focus & Motivation
 Cognitive Content Dictionary with signal word
 Process Home/School Connection
 Review Input with Word Cards
 Interest Piece - Archeology News
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Input
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Poetry - Pyramid of Power
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Narrative Input - Who Built the Pyramid?
Guided Oral Practice
 Expert Groups (Hatshepsut & Ramses)
 Team Tasks/Team Points
 Farmer In the Dell/Sentence Patterning Chart
- Read
- Trade
- Flip Chant
Reading & Writing
 Interactive Journals
 Writers’ Workshop
-Mini Lesson
-Writing
-Authors’ Chair
Closure
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Process Inquiry Chart
Home/School Connection
Review Chants
Day 3:
Focus & Motivation
 Cognitive Content Dictionary with signal word
 Process Home/School Connection
 Poetry – Pharaoh, Pharaoh
 Review Input (including Narrative) with Word Cards/Highlight Poetry
 Review Chants & Big Book
Guided Oral Practice
 Expert Groups (Finish)
 Team Tasks
-Team Evaluation (from T-Graph)
 Process Grid
 Cooperative Strip Paragraph (Egyptian Pharaohs)
-Read
-Revise
-Edit
Reading & Writing
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Closure
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Story Map- Narrative Input
Writers’ Workshop
-Mini Lesson
-Writing
-Authors’ Chair
Interactive Journals
Process Inquiry Chart
Day 4:
Focus & Motivation
 Cognitive Content Dictionary with signal word
 Picture Dictionary
 Process Home/School Connection
 Review Narrative Input with Story Map
 Interest Piece
Guided Oral Practice
 Review Narrative Input with Word Cards & Conversation Bubbles
 Flexible Group Reading
-Cooperative Strip Paragraph Review (Struggling Readers)
-Story Retell (Leveled ELD Group)
 Team Tasks
Reading & Writing
 Learning Log
 Writers’ Workshop
-Mini Lesson
-Writing
-Authors’ Chair
 Listen & Sketch
Closure
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Process Inquiry Chart
Interactive Journals
Home/School Connection
Day 5:
Focus & Motivation
 Cognitive Content Dictionary with signal word
 Picture Dictionary
 Process Home/School Connection
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Interest Piece
Reading & Writing
 Flexible Group Reading
-Clunkers & Links (At or Above Grade-Level Readers)
 Team Tasks
 Writers’ Workshop
-Mini Lesson
-Writing
-Authors’ Chair
 Ear-to-Ear Reading with Poetry Booklet (Walk the Walls)
 Found Poem
Closure
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Process Inquiry Chart
Team Task Sharing
Team Jeopardy Game
Unit Assessment
Evaluate Week
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Nile
By Alicia Carter
The important thing about the Nile River is that it made civilization in Egypt possible.
Long ago, Egypt was divided into two main kingdoms: the Upper Kingdom, and the Lower
Kingdom. The Upper Kingdom included a narrow strip of land that reached from the Libyan
Desert to Abu-Simbel. It was called Upper Egypt because it included the land that was the source
of the Nile River. Lower Egypt included the land from modern-day Cairo to the Nile River Delta,
the area where the Nile River empties into the Mediterranean Sea. It was called Lower Egypt
because it is where the Nile River ends. These two kingdoms were ruled by separate leaders and
had different cultures, customs, and goals. Historians believe that the two kingdoms were unified
in around 3000 BC by King Menes, the first Pharaoh of a unified Egypt.
But, the important thing about the Nile River is that it made civilization in Egypt possible.
The important thing about the Nile River is that it made civilization in Egypt possible.
All of Ancient Egypt’s civilization could be found in a thin area surrounding the Nile River. Few
people lived or worked more than ten miles from the mighty river. There was such a difference
in the lands near the river and those farther away that the Ancient Egyptians had different names
for the two areas. The “Black Land” was the name of Egypt—those lands within the reach of the
Nile where the waters made the soil rich and dark. The “Red Land” was the name of the hot, dry
land farther away from the river.
But, the important thing about the Nile River is that it made civilization in Egypt possible.
The important thing about the Nile River is that it made civilization in Egypt possible.
Egyptians depended on the Nile River for nearly every aspect of their daily lives. Most
obviously, the Nile provided water for people, animals, and plants. The river was also home to
many fish and birds, important foods in the Egyptian diet. The Nile provided the Egyptians with
a way to travel and transport goods. Many different kinds of boats were used for a variety of
purposes, including trade with other civilizations. Irrigation canals could be used to water crops
or to mover water further from the river to worksites or villages.
But, the important thing about the Nile River is that it made civilization in Egypt possible.
The important thing about the Nile River is that it made civilization in Egypt possible.
The Nile River was essential to agriculture, or farming. Every year, snow in the mountains of
East Africa melted and rushed downstream, causing the Nile to overflow its banks. The summer
rains on the coast and in Central Africa added to the flow of the swollen river. The river carried
nutrient-rich soil to the drier land of Egypt and deposited the rich sediment, or silt, on the banks
of the Nile. When the water receded, the silt was left behind, making the farmland rich for
growing crops such as barley, figs, wheat, grapes, dates, pomegranates, and flax.
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But, the important thing about the Nile River is that it made civilization in Egypt possible.
The important thing about the Nile River is that it made civilization in Egypt possible.
Egyptians from all levels of society lived and worked along the Nile. Pharaohs built their
palaces, temples, and tombs along the banks of the river. Their royal boats could often be seen
traveling in the waters of the Nile. Priests and Scribes kept important records on a kind of paper
called papyrus, made from the papyrus plant that grew along the river.
But, the important thing about the Nile River is that it made civilization in Egypt possible.
The important thing about the Nile River is that it made civilization in Egypt possible.
The Nile River also affected the religion of Ancient Egypt. The Nile was so important to them
that they felt the need to base their religious beliefs somewhat on the Nile. The Egyptians prayed
for the floodwaters of the Nile, and even created a separate god for the Nile named Osiris.
Egyptians knew that the sun rose in the East, supposedly symbolizing birth, and set in the West,
symbolizing death. Because of this, all Ancient Egyptians are buried on the West Bank of the
Nile, and the West Bank of the Nile became a symbol of the connection of life on earth and the
afterlife.
But, the important thing about the Nile River is that it made civilization in Egypt possible.
The important thing about the Nile River is that it made civilization in Egypt possible.
The Nile provided other everyday uses for the Egyptian economy such as bricks for building
homes and temples. The Nile also helped other craftsmen such as papyrus makers, clay makers,
and jewelry makers. Miners and quarry workers used water as they cut the minerals and rocks
from the earth. Laborers of every kind depended on the water of the Nile to make their jobs
easier, more productive, and more beneficial to Egyptian civilization.
But, the important thing about the Nile River is that it made civilization in Egypt possible.
The important thing about the Nile River is that it made civilization in Egypt possible.
Today, the Nile River continues to be an important part of Egyptian culture and civilization. The
Nile no longer floods as it did in ancient times. The Aswan Dam was built in 1963 to help
control flooding, store water for times of drought, and provide hydroelectric energy. While the
Nile has changed much in the years since the Ancient Egyptians lived on its banks, it continues
to be an important part of the daily lives of many Egyptians.
But, the important thing about the Nile River is that it made civilization in Egypt possible.
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Ancient Egypt: Gift of the Nile Level 6
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Ancient Egypt: Gift of the Nile Level 6
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Ancient Egypt: Gift of the Nile Level 6
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N–I–L–E!
Listen! There’s a flood on the way.
‘Cause the Nile‘s overflowing its banks.
Inundation is the word that we say
When the waters get to rising.
We depend on the N – I – L – E.
We depend on the N – I – L – E.
We can use it for food,
Fish and fowl love it too.
There is so much the Nile can do.
Later, when the water recedes,
Leaving soil, rich and dark for our seeds.
Silt for planting all the crops we will need:
Wheat, papyrus, figs, and barley.
We depend on the N – I – L – E.
We depend on the N – I – L – E.
We can use it for food,
Fish and fowl love it too.
There is so much the Nile can do.
Finally, harvest time has arrived.
We will have all the things we need to survive.
‘Cause the Nile gives us all that we need,
Through its seasons and its cycles.
We depend on the N – I – L – E.
We depend on the N – I – L – E.
We can use it for food,
Fish and fowl love it too.
There is so much the Nile can do.
Alicia Carter, Summer 2005
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Pyramid of Power March
The slaves are the backbone of the land,
They labor all day in scorching sands,
They’re debtors, and criminals, and prisoners of war,
They do not have freedoms, their lives are hard
And we need their skills so Egypt will grow and thrive.
Hurrah! Hurrah!
Hurrah! Hurrah!
The farmers and laborers work and toil,
They care for the herds and tend the soil,
They plant and harvest wheat, figs, and grapes,
They care for the cattle, they fish, and they bake,
And we need their skills so Egypt will grow and thrive.
Hurrah! Hurrah!
Hurrah! Hurrah!
The artisans make the things we need,
These highly-skilled workers keep life going,
These craftsmen are painters, and makers of things,
Like papyrus, bricks, and gold jewelry,
And we need their skills so Egypt will grow and thrive.
Hurrah! Hurrah!
Hurrah! Hurrah!
The government workers oversee,
Collection of taxes and the treasury,
The scribes keep the records, they write and they read,
They serve as the teachers and in libraries,
And we need their skills so Egypt will grow and thrive.
Hurrah! Hurrah!
Hurrah! Hurrah!
The priests are the link to the afterlife,
They speak with the gods and sacrifice,
They perform ceremonies and rituals,
They prepare the dead for burial,
And we need their skills so Egypt will grow and thrive.
Hurrah! Hurrah!
Hurrah! Hurrah!
The pharaoh is ruler of all the land,
The people of Egypt are at his command,
He’s part of a dynasty, proud and strong,
We Egyptians worship him as a god,
And we need his skills so Egypt will grow and thrive.
Hurrah! Hurrah!
Hurrah! Hurrah!
Alicia Carter, Summer 2005
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Home-School Connection #1
Tell someone at home all about the job of an anthropologist. Ask what he or she wanted to be as
a child growing up. Include sketches if you like.
Student Signature_______________________________________________________________
Parent Signature________________________________________________________________
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Home-School Connection #2
Tell someone at home why the Nile River is important to Egypt. Ask them about an important
river they know. Include sketches if you like.
Student Signature_______________________________________________________________
Parent Signature________________________________________________________________
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Senwosret I
Senwosret I was the second king of the 12th Dynasty. His father, Amenemhet I, made
him go-regent after 20 years of rule alone, so when his father was murdered, Senwosret was
ready to take the throne by himself. Senwosret is known in history by many other names,
including Sesostris I and Senusret I. He married Queen Nefru and had a son, Amenemhet II.
Senwosret ruled for a period of about 34 years after his father’s death, from about 1945
through 1911 B.C. His rule was during a period of Egypt’s history where literature and
craftsmanship were at their best. It was a time of wealth in Egypt. Minerals, gold, and fine
jewelry were abundant. There is some record of a famine during his reign.
During his reign, Senwosret continued the expansion of Egypt into northern Nubia. He
also protected the Delta region and the Western Desert Oases from Libyan invasion. He also
changed the policy toward Syria by using diplomacy rather than expansion and control. Trading
caravans passed between Syria and Egypt, exchanging cedar and ivory for Egyptian goods. His
building projects included the embellishment of some major temples at Karnak, the founding of
the temple of Ipet sut, and the Temple of Heliopolis. He also had two massive obelisks (66 feet
tall) raised at Heliopolis. They would have weighed 121 tons each! They are the oldest standing
obelisks in Egypt. He also built a large pyramid at Lisht, just to the south of his father’s
pyramid.
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Queen Hatshepsut
Hatshepsut was the fifth ruler of the 18th Dynasty in Ancient Egypt. She was the
daughter of Thutmose I and Queen Ahmose. As was common in Ancient Egyptian royal
families, she married her half-brother, Thutmose II. Her husband had a son by another wife (it
was very common for Ancient Egyptian pharaohs to have more than one wife). This son,
Thutmose III was appointed heir, or the next to rule, when his father died. However, Thutmose
III was too young to rule alone, and his aunt, Hatshepsut, was appointed regent. That meant that
she would rule with him until he was old enough to take over for himself.
Thutmose and Hatshepsut ruled jointly for about 6 years. At that time, Hatshepsut
declared herself pharaoh. She dressed in men’s attire and had many call her “His Majesty” as if
she were a man. She ruled as pharaoh with the support of the High Priest and other officials for
15 years. During her reign, she built many monuments, including her magnificent temple at Deir
el Bahari, parts of which still stand today. Hatshepsut disappeared in 1458 B.C. when her
nephew, Thutmose III led a revolt and reclaimed the throne for himself. He had her shrines,
statues, and reliefs vandalized.
Hatshepsut is the most powerful of all the known female rulers of Ancient Egypt. She
was the only woman to take on all of the titles of a pharaoh.
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Tutankhamun
One of the most famous pharaohs of all time is King Tutankhamun, or King Tut as he is
often called. Very little is known about the life or reign of King Tut. He is famous for his
impact on archaeology rather than for his time as a pharaoh. King Tutankhamun ruled between
1334 and 1325 B.C. He was probably the 12th ruler of the 18th Dynasty. Tutankhamun’s father,
Akhenaten, was a bit of a rebel. He changed the religion of ancient Egypt from a polytheistic
one to a monotheistic one. This was not a very popular move, and when Tutankhamun inherited
the throne at the age of nine, his closest advisors helped him change the religion back to the old
one.
Tut was married at the age of nine to a girl named Ankhesenamun. He was too young to
rule alone, so he had advisors to help him. His two main advisors were Hormheb and Ay. They
probably made most of the decisions for the young King Tut.
During King Tutankhamun’s reign, he made many additions and improvements to the
temples at Karnak and Luxor, like columns, statues, and sphinxes. He also ordered the building
of a small temple at Memphis and one at Kawa. Little else is known about the rule of this boy
king. We do know that he died unexpectedly and at a very young age, probably between 17 and
19 years of age. There are many rumors about his death. Some say he was murdered, others say
that he was very ill. More recently, anthropologists believe that he may have died of an infection
from an injury. However he died, his tomb was full of riches and lay untouched in the Valley of
the Kings until archaeologist Howard Carter found it in 1922, still untouched by tomb robbers
and full of the treasures that come to mind when we think of the pharaohs and their pyramids.
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Ramses the Great
Ramses II was the third king of the 19th Dynasty. Ramses was named co-ruler with his
father, Seti I, early in his life. He went with his father on journeys for trade and on military
campaigns. Ramses built a palace in Avaris with his father and made it the new capital of Egypt.
When Seti died in 1290 B.C., Ramses assumed the throne and began a series of wars against the
Syrians. One famous battle from these wars is inscribed on the walls of Ramses’ temple.
Ramses is known for his strong military actions and for his building accomplishments.
During his reign, many important buildings and monuments were completed, including two
temples at Abu Simbel, a hall at Karnak, the Colossus of Ramses at Memphis, a tomb at Thebes,
additions to the Luxor Temple, and the famous Ramesseum.
Ramses, like other Egyptian kings, had many wives. One of the most well known of his
wives was Nefertari, with whom it is believed he discussed many important matters. He also had
many children—more than 96 sons and 60 daughters! Ramses lived to be 96 years old. He was
originally buried in his tomb in the Valley of the Kings, but priests later moved his body and
took it to a holding area, then to a Royal Cache of mummies where he was buried with other
well-known pharaohs. All of this moving was to avoid tomb robbers, but much was stolen or
lost in all of the moving around.
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Tutankhamun
Sanwosret
Ramses
Hatshepsut
King Menes
Name
Era/Dynasty
Major Contributions
to Ancient Egypt
Temples and
Monuments
Influence on
archaeology &
modern
understanding of
Egypt
Ancient Egypt Process Grid
Interesting Facts
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Ramses the Great
Tutankhamun
Queen Harshepsut
Sanwosret
King Menes
Name
19th Dynasty
1334-1325 B.C.
18th Dynasty
18th Dynasty
series of wars against the
Syrians
helped change religion back to
polytheism
protected Delta region and
Western Desert Oases from
Libyan invasion
changed policy toward Syria:
diplomacy instead of expansion
and control
trade between Syria and
most
powerful of all the known
Egypt
female rulers of Ancient Egypt
continued expansion of Egypt
into northern Nubia
12th Dynasty
1945-1911 B.C.
king of Upper Egypt
started first dynasty
many think of him as the first
pharaoh
Major Contributions to
Ancient Egypt
˜ 3000 B.C.
1st dynasty
Era/Dynasty
Unification of Upper and
Lower Egypt circa 3000 B.C.
Influence on archaeology &
modern understanding of
Egypt
parts of temple at Deir el
Bahari still stand today
Kings until 1922 when
archaeologist Howard Carter
found it
built small temples at
Memphis and Kawa
built palace in Avaris-made it new famous battle from war with
capital of Egypt
Syrians inscribed on walls of
columns,
statues,
&
two temples at
Ramses’ temple
Abu Simbel,
hall at Karnak, Colossus of
Ramses at Memphis, tomb at
sphinxes
Thebes, additions to Luxor
Temple, famous Ramesseum
Luxor; added
temples at Karnak &
ruled for 34 years during time of wealth;
minerals, gold, fine jewelry abundant
literature/craftsmanship at best
married queen Nefru-had son, Amenemhet II
known by many names: Sesostris I, Senusret I
2nd king of 12th Dynasty
also called Narmer Aha
some think he is a legend
3500 B.C. – Egypt “Two Lands”: 2 main kingdoms
with 2 separate kings
Egypt was world’s first nation-state; lasted 3,000
years
Interesting Facts
3rd king of 19th Dynasty
named co-ruler with father Seti I
assumed throne in 1290 B.C. when father died
many wives and children (96 sons & 60 daughters!)
lived to be 96 years old!
12th ruler of 18th Dynasty
dressed
in Akhenaten
men’s attirewas a rebel; changed religion
his father,
had many
call herto
“His
Majesty”
from
polytheistic
monotheistic
ruled
for 15
yearsat age of 9
inherited
throne
disappeared
in 1458atB.C.
died unexpectedly
a very young age (between
17-19); some say murdered, others say ill, now
believe infection from injury
then declared herself pharaoh
nephew Thutmose III for 6 years,
appointed regent; ruled with
only woman to take on all titles of 5th ruler of 18th Dynasty
pharaoh
daughter of Thutmose I & Queen Ahmose
two obelisks at Heliopolis –
oldest standing obelisks in
Egypt
was full of riches
made improvements to tomb
lay untouched in Valley of the
temple at Deir el Bahari
many shrines, statues, and
reliefs
founding of temple of Ipet sut &
temple of Heliopolis
two obelisks at Heliopolis
large pyramid at Lisht
embellishment of major temples some record of famine during
at Karnak
reign
Narmer palette
Temples and Monuments
Ancient Egypt Process Grid