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Ancient Egypt
Kimberly Thomas
ITC 525
Summer 1 2011
Be Careful
King Tut
Time to get it stamped!
You are ready to
Ancient Egypt
Remember that when you enter
a new country you must follow
their rules or you may find
yourself in trouble.
Follow these rules and you
should be fine:
oDo not give out personal
oNever meet up with anyone you
don’t already know
oDon’t download without
oBe careful what you post
(including pictures)
oNever share passwords or pin
oIf anything makes you
uncomfortable, report it!
How to be Safe
You have traveled back in
time to a land in Africa which
we call Egypt.
 There is one river that you
rely on- the Nile River.
 The Egyptians called the
land; black land and red land.
 Black land had rich fertile
soil and was close to the Nile
River. Here farming could
 Red land was in the barren
desert where you could find
precious metals.
Discussion: Would you rather live in the
black land or the red land?
Work with your tables to come up with your answer.
A. The green land
B. The yellow land
C. The black land
D. The red land
The black land is the land close to
the Nile that can be farmed.
Look back in the
PowerPoint or visit
this website to help
you answer this
You can do it!
Do not give up!
Egyptians believed when someone
died, they went to the afterlife.
Mummification is the process of
preserving dead bodies.
First remove the brain and organs.
Click Here
Wrap the body in linens and
put it in a sarcophagus.
Next, put the important organs in
canopic jars.
Then cover the body and fill it
with salt for 40 days.
Take away the salt and fill the
body with preservatives to
embalm it.
Watch a mummification
But what now?
Work with your tables to come up with your answers.
The Ancient Egyptians
believed the Afterlife was
more important then the
life they were living.
In death they would be
The Ancient Egyptians could
not wait for the Afterlife.
They felt they only lived on
Earth as a test for their
Afterlife. The Afterlife was
very important in their
Wrap the body in linens
Place the body in a sarcophagus
Fill the body with salt for 40 days
Fill the body with preservatives
After removing the brains and the internal
organs, important organs are placed in canopic
jars. (The heart is left in the body.) Then the
body is filled with salt for 40 days to let it dry
out! The rest follows!
Remember, it may not be the very first step in
the mummification process.
Hint: What comes after they put important
organs in canopic jars?
 After the
process is finished,
they are transferred to
their pyramids.
 Pharaohs, rulers of
Egypt, would start
building pyramids at
the start of their reign.
Pyramids were also built
when important babies
were born.
Discuss with your tables
who we would build
pyramids for today.
1063 Feet High
446 Feet High
40 Stories
108 Stories
1727 Feet High
110 Stories
Each side of a pyramid is about 10
football fields long!
Building pyramids took years
and was very dangerous.
Builders felt honored to work on
pyramids for their pharaohs.
One block could weigh 2 tons or
4,000 pounds
But they could die if a block fell
on them during construction.
There were no forklifts or
cranes. They had to use ramps
and their own strength.
Half of
a car
Can you build a pyramid?
Pyramids had different
chambers/rooms within them.
Some contained fake rooms and
traps to protect from thieves.
Rooms had items that the
deceased would need for their
Click on the picture to explore a
tomb on your own.
Watch a video on
the tombs of
Ancient Egypt
Work with your tables to come up with your answer.
Building pyramids took a few weeks.
Pyramids were never broke into.
Life for a pyramid builder was easy.
Pyramids were built for those who
were important.
If you were important, a pyramid would
be built in your honor for you to spend
the Afterlife in.
Pyramid builders had hard lives that were dangerous.
Pyramids took years to build!
Pyramids were built with tricks and traps because they
knew grave robbers would try to come steal items
placed in the tombs
Pyramids took
years to build!
Traps, fake rooms
and tricks were built
into pyramids
because builders
knew grave robbers
would try to come
take items from the
Lives of pyramid builders were
long, tiring and dangerous.
They worked from sunrise to
sunset with little breaks. They
had to use their own strength
and devise ways to get blocks
into their proper places.
*But remember it was an honor
to help build a pyramid for your
How do we know all of this is true?
The Egyptians had their own form of writing called
hieroglyphics. It is formed by symbols which represent
sounds and can be combined to create words.
They wrote things down just like you and I on pieces
of paper. Except only government officials and priests
knew how to read and write using hieroglyphics.
Their paper was called papyrus.
Do you understand?
Work with your tables to come up with your answer.
As of right now, you
would not be able to
read or write
hieroglyphics. If you
became a government
official or a priest you
would learn how to
read and write.
At this point in time, no one in this
class would be able to read or write
hieroglyphics. It was reserved only
for government officials and
priests. If you were lucky enough
to work in one of these two areas
you would learn how to.
King Tut
King Tutankhamun is the most
famous pharaoh to be found in
the Valley of the Kings.
King Tut became pharaoh at the
age of 9- What were you doing
when you were nine?
Did you know?
King Tutankhaumun
changed his name from
Tutankhauten because of
growing support for the
old god Amun.
He died when he was 18 years old.
His tomb contained many fake
rooms and was almost completely
intact when it was discovered in
Many mysteries surround his
reign, his death and his tomb.
Fast Fact:
About 20 people who
opened King Tut’s tomb
died mysterious deaths.
Work with your tables to come up with your answer.
At the age of 9, King Tut was
named pharaoh of all of Egypt.
He would have a short life to
live and many mysteries
surrounded his life and death.
King Tut was young, but that was not
the right age when he was named
Pharaoh for all of Egypt.
Click on King Tut’s Mask to
find more information on his
life and when he was named
Enter this WebQuest if
desired and complete
the missions!
Now that you have
reviewed and learned about
Ancient Egypt, it is time for
you to explore on your
own. Remember that you
are in a “different country”
and need to follow their
rules. Your mission is
explained on the piece of
papyrus on the right.
Your mission if you choose to
accept it (which you must), is to
research a Pharaoh, one of his
relations, or a god from Ancient
Egypt. After researching,
create a presentation for the
class. It may be, but is not
limited to, a PowerPoint, a
brochure, a Garageband
production, or a newspaper
article or obituary. Be creative
and have fun. Rubrics and
directions will be passed out
 Glubok, S. (1968). Discovering tut-ankh-amen's
tomb. New York, NY: Macmillan Publishing
 Haslam, A. (1995). Make it Work! ancient egypt.
Chicago, IL: Two-can Publishing.
 Honan, L. (1999). Spend the day in ancient egypt.
New York, NY: John Wiley & Sons Inc.
 Malam, J. (2003). Mummies. Boston, MA:
Kingfisher Publications.
 Wassynger, R. (1996). Ancient egypt. New York,
NY: Scholastic Professional Books.
 Wyma, B. (1992). Ancient egypt: literature based
activities for thematic teaching. Cypress, CA: Creative
Teaching Press.
PDE Standards:
ISTE NETS Standards (Students):
1.1.6.D: Demonstrate
comprehension/understanding before
reading, during reading, and after reading
on grade level texts through strategies such
as summarizing, note taking, extending
ideas from text, comparing and contrasting
texts, determining fact from opinion, and
suppressing assertions about text with
evidence from text.
8.4.6.A: Explain the social, political, cultural,
and economic contributions of individuals
and groups to world history.
8.4.6.B: Identify and explain the
importance of historical documents,
artifacts, and sites which are critical to
world history.
Creativity and Innovation
A. Apply existing knowledge to generate new
ideas, products, or processes
B. Create original works as a means of personal
or group expression
C. use models and simulations to explore
complex systems and issues.
D. Identify trends and forecast possibilities
Communication and Collaboration
Students use digital media and environments to
communicate and work collaboratively, including
at a distance, to support individual learning and
contribute to the learning of others. Students:
A. Interact, collaborate and publish with peers,
experts and others employing a variety of
digital environments and media
B. Communicate information and ideas
effectively to multiple audiences using a
variety of media and formats
C. Develop cultural understanding and global
awareness by engaging with learning of
other cultures.
D. Contribute to project teams to produce
original works or solve problems