Download RIVER VALLEY CIVILIZATIONS - CBSE

CLASS
VI
Unit-3
RIVER VALLEY CIVILIZATIONS - I
CBSE-i
STUDENTS' MANUAL
Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India
CBSE-i
HISTORY
RIVER VALLEY CIVILIZATIONS - I
STUDENTS' MANUAL
CLASS
VI
Unit-3
Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India
The CBSE-International is grateful for permission to reproduce
and/or translate copyright material used in this publication. The
acknowledgements have been included wherever appropriate and
sources from where the material has been taken duly mentioned. In
case anything has been missed out, the Board will be pleased to rectify
the error at the earliest possible opportunity.
All Rights of these documents are reserved. No part of this publication
may be reproduced, printed or transmitted in any form without the
prior permission of the CBSE-i. This material is meant for the use of
schools who are a part of the CBSE-International only.
Preface
This International Curriculum initiated by Central Board of Secondary Education - (CBSE) is a progressive step in making the
educational content and methodology more sensitive and responsive to the global needs. It signifies the emergence of a fresh
thought process in imparting a curriculum which would restore the autonomy of the learner to pursue the learning process in
harmony with the existing personal, social and cultural ethos.
The Central Board of Secondary Education has been providing support to the academic needs of the learners worldwide. It has
about 12500 schools affiliated to it and over 158 schools situated in more than 23 countries. The Board has always been conscious
of the varying needs of the learners and has been working towards contextualizing certain elements of the learning process to the
physical, geographical, social and cultural environment in which they are engaged. The International Curriculum being
designed by CBSE-i, has been visualized and developed with these requirements in view.
The nucleus of the entire process of constructing the curricular structure is the learner. The objective of the curriculum is to
nurture learner autonomy, given the fact that every learner is unique. The learner has to understand, appreciate, protect and
build on values, beliefs and traditional wisdom, make the necessary modifications, improvisations and additions wherever and
whenever necessary.
The recent scientific and technological advances have thrown open the gateways of knowledge at an astonishing pace. The
speed and methods of assimilating knowledge have put forth many challenges to educators, forcing them to rethink their
approaches for knowledge processing by their learners. In this context, it has become imperative for them to incorporate those
skills which will enable young learners to become 'life long learners'. The ability to stay current, to upgrade skills with emerging
technologies, to understand the nuances involved in change management and the relevant life skills have to be a part of the
learning domains of the global learners. The CBSE-i curriculum has taken cognizance of these requirements.
The CBSE-i aims to carry forward the basic strength of the Indian system of education while promoting critical and creative
thinking skills, effective communication skills, interpersonal and collaborative skills along with information and media skills.
There is an inbuilt flexibility in the curriculum, as it provides a foundation and an extension curriculum, in all subject areas to
cater to the different pace of learners.
The CBSE introduced classes I and X in the session 2010-11 as a pilot project in schools. It was further extended to classes II, VI
and X in the session 2011-12. In the seesion 2012-13, CBSE-i is going to enter in third year with classes III, VII and XI. The focus of
CBSE-i is to ensure that the learner is stress-free and committed to active learning. The learner would be evaluated on a
continuous and comprehensive basis consequent to the mutual interactions between the teacher and the learner. There are some
non-evaluative components in the curriculum which would be commented upon by the teachers and the school. The objective of
this part or the core of the curriculum is to scaffold the learning experiences and to relate tacit knowledge with formal
knowledge. This would involve trans-disciplinary linkages that would form the core of the learning process. Perspectives,
SEWA (Social Empowerment through Work and Action), Life Skills and Research would be the constituents of this 'Core'. The
Core skills are the most significant aspects of a learner's holistic growth and learning curve.
The International Curriculum has been designed keeping in view the foundations of the National Curricular Framework (NCF
2005) NCERT and the experience gathered by the Board over the last seven decades in imparting effective learning to millions of
learners, many of whom are now global citizens.
The Board does not interpret this development as an alternative to other curricula existing at the international level, but as an
exercise in providing the much needed Indian leadership for global education at the school level. The International Curriculum
would evolve building on learning experiences inside the classroom over a period of time. The Board while addressing the
issues of empowerment with the help of the schools' administering this system strongly recommends that practicing teachers
become skillful learners on their own and also transfer their learning experiences to their peers through the interactive platforms
provided by the Board.
I profusely thank Shri G. Balasubramanian, former Director (Academics), CBSE, Dr. Sadhana Parashar, Director (Training)
CBSE, Dr. Srijata Das, Education Officer CBSE, CBSE along with all the Officers involved in the development and
implementation of this material.
The CBSE-i website enables all stakeholders to participate in this initiative through the discussion forums provided on the
portal. Any further suggestions for modifying any part of this document are welcome.
Vineet Joshi
Chairman , CBSE
Advisory
Shri Vineet Joshi, Chairman, CBSE
Dr. Sadhana Parashar, Director (Training), CBSE
Ideators VI-VIII
Ms. Aditi Mishra
Ms. Guneet Ohri
Ms. Sudha Ravi
Ms. Himani Asija
Ms. Neerada Suresh
Dr. Rajesh Hassija
Ms. Preeti Hans
Ms. Neelima Sharma
Ms. Gayatri Khanna
Ms. Urmila Guliani
Ms. Anuradha Joshi
Mrs. Sonali Sinha
Conceptual Framework
Shri G. Balasubramanian, Former Director (Acad), CBSE
Ms. Abha Adams, Consultant, Step by Step, School, Noida
Dr. Sadhana Parashar, Director (Training), CBSE
Ms. Charu Maini
Dr. Usha Sharma
Prof. Chand Kiran Saluja
Dr. Meena Dhani
Ms. Vijay Laxmi Raman
Mrs. Avanita Bir
Ms. Malini Sridhar
Ms. Leela Raghavan
Dr. Rashmi Sethi
Ms. Seema Rawat
Ms. Suman Nath Bhalla
Prof. Om Vikas
Material Production Groups: Classes VI-VIII
English :
Ms. Neha Sharma
Ms. Dipinder Kaur
Ms. Sarita Ahuja
Ms. Gayatri Khanna
Ms. Preeti Hans
Ms. Rachna Pandit
Ms. Renu Anand
Ms. Sheena Chhabra
Ms. Veena Bhasin
Ms. Trishya Mukherjee
Ms. Neerada Suresh
Ms. Sudha Ravi
Ms. Ratna Lal
Ms. Ritu Badia Vashisth
Ms. Vijay Laxmi Raman
Core - Research
Ms. Renu Anand
Ms. Gayatri Khanna
Dr. N K Sehgal
Ms. Anita Sharma
Ms. Rashmi Kathuria
Ms. Neha Sharma
Ms. Neeta Rastogi
Ms. Manjushtha Bose
Mathematics :
Dr. Ram Avtar
Mr. Mahendra Shankar
Chemistry
Ms. Poonam Kumar Mendiratta Ms. Deepa Gupta
Ms. Gayatri Chowhan
Ms. Rashmi Sharma
Ms. N Vidya
Ms. Kavita Kapoor
Ms. Divya Arora
Ms. Mamta Goyal
Ms. Chhavi Raheja
Physics :
Ms. Vidhu Narayanan
Hindi:
Ms. Meenambika Menon
Mr. Akshay Kumar Dixit
Ms. Patarlekha Sarkar
Ms. Veena Sharma
Ms. Neelam Malik
Ms. Nishi Dhanjal
Biology:
Ms. Kiran Soni
Mr. Saroj Kumar
CORE-SEWA
Ms. Rashmi Ramsinghaney
Ms. Vandna
Ms. Prerna Gosain
Ms. Nishtha Bharati
Ms. Seema Kapoor
Mr. Manish Panwar
Ms. Seema Bhandari
Ms. Vikram Yadav
Ms. Seema Chopra
Ms. Monika Chopra
Ms. Reema Arora
Ms. Jaspreet Kaur
Ms. Neha Sharma
Ms. Preeti Mittal
ICT
Ms. Shipra Sarcar
Ms. Leela Raghavan
Mr. Yogesh Kumar
Ms. Varsha Manku
Dr. K L Chopra
Ms. Nancy Sehgal
Ms. Purvi Srivastava
Ms. Babita Mahajan
Ms. Ritu Arora
Ms. Swati Panhani
Ms. Chanchal Chandna
Geography:
Ms. Suparna Sharma
Ms. Aditi Babbar
History :
Ms. Leeza Dutta
Ms. Kalpana Pant
Ms. Ruchi Mahajan
Political Science:
Ms. Kanu Chopra
Ms. Shilpi Anand
Economics :
Ms. Leela Garewal
Ms. Anita Yadav
CORE-Perspectives
Ms. Madhuchhanda
Ms. Varsha Seth
Ms. Neha Sharma
Chief Co-ordinator : Dr. Srijata Das, EO
Coordinators:
Ms. Sugandh Sharma, EO
Dr Rashmi Sethi, EO
Ms. S. Radha Mahalakshmi, E O Ms. Madhuchhanda, RO (Inn)
Mr. Navin Maini, RO (Tech) Shri Al Hilal Ahmed, AEO Shri R. P. Singh, AEO
Ms. Anjali Chhabra, AEO
Ms. Neelima Sharma,
Consultant (English)
Mr. Sanjay Sachdeva, SO
Sh. R. P. Sharma
Consultant (Science)
Ms. Reema Arora
Consultant (Chemistry)
Contents
1.
Nile Valley Civilization called the gift of the Nile
v
Broad Classification
Old, middle and late Kingdom
v
Stages of development
Administration, agriculture, art
2.
Architecture, writing, and military.
v
The magnificent Pharaohs
King Tutankhame, RamasesII
v
Architecture:
The Pyramids, The Sphinx.
v
Embalming of the bodies
The Mummies
v
Causes of the Decline what led to the fall of this civilization?
UNIT – III
RIVER VALLEY CIVILIZATIONS – I
NILE VALLEY
INTRODUCTION
According to conventional Egyptian sources the civilization came in to existence around 150
BC. Many still think that this is the oldest civilization to be discovered.
The earliest Neolithic sites to be discovered were in Lower Egypt in Fayum and
Merimde.
The Nile forms a delta at the northern end of the valley before it flows into the
Mediterranean Sea. This delta area is known as the Lower Egypt and the area to its
south is known as the Upper Egypt.
Principle Periods
The ancient history of Egypt is chronologically divided into “dynasty” and “kingdom”.
The civilization can be broadly divided into the—
Old Kingdom of the Early Bronze Age,
The Middle Kingdom of the Middle Bronze Age and
The New Kingdom of the Late Bronze Age.
1
The success of ancient Egyptian civilization has also been called a gift of the river
Nile.
This was so because of the fertile valley which produced surplus crops causing social
development and culture.
With resources to spare, the administration sponsored mineral exploitation of the
valley and surrounding desert regions, the early development of an independent
writing system, the organization of collective construction and agricultural projects,
trade with surrounding regions, and a military intended to defeat foreign enemies and
assert Egyptian dominance. Motivating and organizing these activities was a
bureaucracy of elite scribes, religious leaders, and administrators under the control of
a Pharaoh who ensured the cooperation and unity of the Egyptian people in the
context of an elaborate system of religious beliefs.
The ancient Egyptians excelled in quarrying, surveying and construction techniques
that facilitated the building of monumental pyramids, temples.
They developed a sound system of mathematics, a practical and effective system of
medicine, irrigation systems and agricultural production techniques.
Its art and architecture were widely copied, and its antiquities carried off to far
corners of the world.
Its monumental ruins have inspired the imaginations of travelers and writers for
centuries.
THE OLD KINGDOM
This period was known as the Classical Era and the Pharaoh was an absolute monarch.
Striking advances in architecture, art, technology and central administration were
achieved
There was economic prosperity and stability during these times.
Along with the rising importance of a central administration arose a new class of
educated scribes and officials who were granted estates by the pharaoh in payment
for their services.
Pharaohs also made land grants and built temples to ensure that these institutions had
the resources to worship the pharaoh after his death.
By the end of the Old Kingdom, the power of the pharaoh had eroded.
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THE MIDDLE AND NEW KINGDOMS
This period was marked by instability, famine but at the same time advancements.
As the power of the pharaoh diminished, regional governors called nomarchs began to
challenge the supremacy of the pharaoh.
After Egypt's central government collapsed at the end of the old kingdom, the
administration could no longer support or stabilize the country's economy.
Regional governors could not rely on the king for help in times of crisis, and the
ensuing food shortages and political disputes escalated into famines and small-scale
civil wars.
Yet despite difficult problems, local leaders, owing no tribute to the pharaoh, used
their newfound independence to establish a thriving culture in the provinces.
Amenemhat III was the greatest ruler of the Middle Kingdom
The pharaohs of the Middle Kingdom restored the country's prosperity and stability,
there by stimulating a resurgence of art, literature, and monumental building
projects.
Having secured military and political security and vast agricultural and mineral wealth,
the nation's population, arts, and religion flourished.
The New Kingdom pharaohs established a period of prosperity by securing their
borders and strengthening diplomatic ties with their neighbors.
Many military campaigns were waged to consolidate the large extent of the empire.
The New Kingdom pharaohs began a large-scale building campaign to promote the god
Amun, whose growing cult was based in Karnak. They also constructed monuments to
glorify their own achievements, both real and imagined.
Four colossal statues of Ramesses II flank the entrance of his temple Abu Simbel.
Around 1279 BC, Ramesses II, also known as Ramesses the Great, ascended the throne,
and went on to build more temples, erect more statues and obelisks, and sire more
children than any other pharaoh in history.
3
ADMINISTRATION
The pharaohs wielded absolute power and were known for their strength and
patriotism.
The king was the supreme military commander and head of the government, who
relied on a bureaucracy of officials to manage his affairs.
The temples were the houses of worship and also responsible for collecting and storing
the nation's wealth.
The economy was centrally organized and strictly controlled. The ancient Egyptians
did not use coinage but they did use a type of barter system.
Grain could be traded for other goods for a fixed price.
During the 5th century BC coined money was introduced into Egypt from abroad.
At first the coins were used as standardized pieces of precious metal rather than true
money, but in the following centuries international traders came to rely on coinage.
CASE STUDY: KING TUT
THE HISTORICAL CONNECT:
After the opening of King Tutankhamen‟s
tomb in 1923, 22 people connected with the
tomb died from mysterious illnesses or
strange accidents. Some people call it the
“Curse of King Tut‟sTomb.”
Could there be an explanation for the
“Curse”?
What if a bacteria or poison was hidden in
the tomb?
Could the deaths be nothing more than a
string of coincidences?
King Tut
4
Howard Carter was a British archaeologist, who in 1992 discovered one of the greatest
archaeological finds in history: the tomb of a young boy king.
His name was Tutankhamen (too tahng KAH mun). He was the ruler of Egypt during
the fourteenth century B.C. Today we know him as the famous king Tut.
He ruled only for nine years, and he died before the age of twenty. Despite his short
rule. He is the most remembered Egyptian king in history.
When Carter discovered Tut‟s tomb, there were many wonders to behold.
His coffin was made of solid gold. It fitted into another coffin.
The second coffin fitted into a third. That made three coffins of solid gold.
They put everything in his tomb that he would need for in his after life, such as his
throne, statues of his servants to serve him, and all sorts of furniture for him to use.
Also there was a statue of him standing over four feet (1,5m) tall.
CASE STUDY: BARTER SYSTEM
Throughout most of their history, the ancient Egyptians didn‟t use coins. Instead,
they used a value system based on the deben. Workers received a container of wheat
worth a certain number of Deben. The worker could use the wheat to make bread, or
trade it for other goods.
An axe was worth 5 deben, a basket was worth 2, a cotton robe was worth 6 and a
papyrus scroll was worth 1 deben.
SOCIAL STATUS:
Egyptian society was divided into various sections.
Farmers made up the bulk of the population, but still had to pay a labour tax.
5
Artists and craftsmen were of higher status than farmers, but they were also under
state control, working in the shops attached to the temples and paid directly from the
state treasury.
Scribes and officials formed the upper class in ancient Egypt, the so-called "white kilt
class" in reference to the bleached linen garments that served as a mark of their rank.
The upper class prominently displayed their social status in art and literature. Below
the nobility were the priests, physicians, and engineers with specialized training in
their field.
Slavery was prevalent in ancient Egypt.
The ancient Egyptians viewed men and women, including people from all social classes
except slaves, as essentially equal under the law.
Both men and women had the right to own and sell property, make contracts, marry
and divorce, receive inheritance, and pursue legal disputes in court.
Married couples could own property jointly and protect themselves from divorce by
agreeing to marriage contracts, which stipulated the financial obligations of the
husband to his wife and children should the marriage end.
Ancient Egyptian women had a greater range of personal choices and opportunities for
achievement.
Women such as Hatshepsut and Cleopatra even became pharaohs, while others
wielded power as Divine wives of Amun.
Despite these freedom, ancient Egyptian women did not often take part in official
roles in the administration, served only secondary roles in the temples, and were not
as likely to be as educated as men.
Scribes were elite and well educated. They assessed taxes, kept records, and were
responsible for administration.
6
Egyptian Hieroglyphics - Egypt was one of the first, if not the first, civilization to develop a
system of writing.
Fig : Egyptian Hieroglyhics
Comprised of thousands of symbols, the Egyptian hieroglyphics are a study in art as well as
linguistics
Sacred Carvings
Hieroglyphics is a type of writing written in symbols or pictures. Hieroglyphics means “sacred
carvings” in the Greek language.
Ancient Egyptian writings are called hieroglyphics.
They lasted for more than 3,000 years.
7
Ancient Egyptians also used hieroglyphics for religious inscriptions, and wrote of kings
and queens.
Egyptians called their words the words of their gods.
Some hieroglyphics are read from left to right instead of right to left.
The correct way to read them is, the way, the animals are facing each other.
The Rosetta stone was a piece of black stone about the size of a Small coffee table. It
provided a key to the puzzle of the lost ancient Egyptian language. It was discovered in 1799
by French soldiers near the city of Rosetta on the Nile delta. This was the key to the mystery
language. Scholars were then able to translate the writing on the walls of tombs and
pyramids. The Rosetta stone has helped us learn much about the ancient Egyptian people.
Fig : The Rosetta Stone
Fig : Ancient Egyption Godes and Goddesses
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Ancient Egyptian Gods and Goddesses
The world of ancient Egypt was ruled by more than mere pharaohs; even they had to
answer to someone.
The Egyptian Gods and Goddesses ruled the lives of the Egyptians with an iron fist.
The roots of Egyptian religion go back to Amratian and Gerzean cultures.
The agricultural tribes worshipped mother goddess and other cults.
Some of them also worshipped the sun god also.
When the gods of Egypt weren't busy with reigning, they were engaged in love affairs,
intrigues and murder.
Do you know: Cats were sacred
Cats were considered sacred in ancient Egypt. Most wealthy Egyptians owned many
cats. Some people buried their cats in solid gold coffins embedded with jewels.
Sculptors carved Bronze and gold statues of cats, and wealthy Egyptians built stone
temples for their cats.
Fig : The Eqyption Pyramids
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The Egyptian Pyramids:
The construction of the Egyptian pyramids has dumbfounded the world for
generations, if not centuries. It seems incongruous that anyone, especially an ancient
civilization, could have successfully managed such massive construction projects such
as the pyramids of Egypt.
Yet, even thousands of years later, the pyramids rise above the sand filled deserts of
Egypt as a testament to their builders.
The pyramids were buildings in which the dead bodies of pharaohs were buried.
Pyramids are large stone structure with four triangular sides inclined up to common
point many are made of rock and have a square base
Some pyramids are made of sandstone and limestone blocks. Hard stone tools, such as
chisels and saws, were used to make pyramids.
The blocks used to make the pyramids were transported by ropes and ramps on
wheels.
Pyramids had small burial rooms inside that contained a pharaoh‟s mummy.
The kings made sure that they had enough of every necessary thing placed in their
pyramids.
CASE STUDY- Great Sphinx
Long, long ago in Ancient Egypt, there was a
pyramid or a statue of an animal called the
Great Sphinx. The name "sphinx," which
means "strangler," was first given by the
Greeks to a mythical (unreal) creature. This
Greek creature had the head of a woman, the
body of a lion and the wings of a bird. The
Egyptian Sphinx has the head of a human and
body of a lion. People say that the Sphinx
knows all!
Why it was built as a mystery animal ?
10
Image of the Great Sphinx
EGYPT AND MUMMIES
Obsessed with the afterlife, and the avoidance of death, the ancient Egyptians are
most often known for their MUMMIES.
MUMMIES
Preservation of the dead was a highly specialized job for which understanding the
human anatomy was a must. It required a lot of training and skill.
Fig : Mummies
Before the pyramids, people were put in pits dug in the ground. The hot desert sand
preserved the body.
The first pyramid was built in twenty-seven hundred B.C. It was known as the step
pyramid. Later people started to steal from tombs so pharaohs started to build
pyramids from solid rocks.
In the heart weighing ceremony, a person‟s heart was weighed against an ostrich
feather. If the person‟s heart was heavy that meant that they had a bad life and would
not have an afterlife. If it was light, he had lived a life of good deeds and would go to
the afterlife.
The Egyptian believed that once someone died they had to pass through the
underworld to get to paradise. So priests put together books of spells to protect the
person from horror and monsters.
Mummification could take up to seventy days.
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The brain was pulled out through their nose and other vital organs was also taken out.
The Egyptians then dried them for many weeks. Then the body was treated with salts
and wrapped in linen strips
The Egyptian threw away the brains of the dead. We are able to learn more about the
Egyptian because of their process of mummification.
FUNNY FACTS TO KNOW
Even though many mummies are millions of year old, a lot of them still have
their fingernails, toe nails and their eyelashes!
For ancient Egyptians death was more important than life! Why?
Because death lasted longer than life. Some tombs were more beautiful than
houses that were built for living people.
The mummy of a very important person had as many as twenty layers of
wrapping
Why mummies never smelt so bad after being dead awhile?
Egyptians used spice to make their bodies smell good after death.
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GLOSSARY
Pharaohs - a title of an ancient Egyptian king.
Pyramid - (in ancient Egypt) a quadrilateral masonry mass having smooth, steeply
sloping sides meeting at an apex, used as a tomb.
Site - the area or exact plot of ground on which anything is, has been, or is to be
located: the site of ancient Troy.
Bureaucracy - the body of officials and administrators, especially of a government or
government department.
Scribes - a person who serves as a professional copyist, especially one who made
copies of manuscripts before the invention of printing.
Monarch - a hereditary sovereign, as a king, queen, or emperor.
Patriotism – devoted love, support, and defense of one's country; national loyalty.
Nobility - the noble class or the body of nobles in a country.
Hieroglyphics — a form of writing, as used in ancient Egypt, in which pictures or
symbols are used to represent objects, concepts, or sounds.
Anatomy - the science concerned with the physical structure of animals and plants.
Dynasty -
a sequence of hereditary rulers: an Egyptian dynasty.
Delta - the flat alluvial area at the mouth of some rivers where the mainstream splits
up into several distributaries: the Mississippi Delta.
Mummy - the dead body of a human being or animal preserved by the ancient Egyptian
process or some similar method of embalming.
Inscription historical, religious, or other record cut, impressed, painted, or written on
stone, brick, metal, or other hard surface.
Embalming - . To treat (a dead body) so as to preserve it, as with chemicals, drugs, or
balsams.
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WORKSHEETS
WORKSHEET – 1
1. Imagine that you have a time machine and have travelled to Egypt. Name any four cities
that you would like to visit? (hint Map given)
______________________________________________________________________________
______________________________________________________________________________
Why have you chosen these cities?
__________________________________________________________________________
__________________________________________________________________________
14
What were the Egyptians kings known as?
__________________________________________________________________________
__________________________________________________________________________
Which were the earliest Neolithic sites discovered in Lower Egypt?
__________________________________________________________________________
__________________________________________________________________________
What was „Faience‟ used to make?
__________________________________________________________________________
__________________________________________________________________________
Who was „Horus‟? Explain the legend associated with his name?
__________________________________________________________________________
__________________________________________________________________________
15
WORKSHEET-2
Describe any two striking features of Egyptian monuments?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Name the two crops grown by the Egyptians? Did they rear cattle as well?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
How was mother goddess worshipped by the Egyptians?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Why did the early Egyptians study geometry and arithmetic?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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16
Which civilization had a close impact on the Egyptians?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Name some of the artifacts that have been unearthed during the excavations.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
17
WORKSHEET-3
Why is Tutankhamen the most remembered king of Egypt?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________
What was the process of „Embalming‟? Why did the Egyptians use it?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________
Name the famous pyramids of Egypt.
__________________________________________________________________________
__________________________________________________________________________
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What was the Sphinx?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________
What was „Mummification‟?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________
18
WORK SHEET - 4
EGYPTIAN SCRAMBLE
Unscramble the words found below. Write the answer on the line provided
1.
aoprhah ____________________________________________________________________
2
sdimaryp____________________________________________________________________
3.
mlingbam___________________________________________________________________
4.
phinsx ______________________________________________________________________
5.
oiarc________________________________________________________________________
6.
lnie_________________________________________________________________________
7.
arymdip_____________________________________________________________________
8.
sroiis _______________________________________________________________________
9.
halefiln _____________________________________________________________________
10.
thkneuatna__________________________________________________________________
19
RESOURCES & WEB SITES
visav.phys.uvic.ca/~babul/AstroCourses/P303/egyptian.html
www.africawithin.com/black_history/overview_chapter4.htm
www.nilekingdoms.org/journel.htm
www.touregypt.net/featurestories/prehistory.htm
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CENTRAL BOARD OF SECONDARY EDUCATION
Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India