Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Joseph's Granaries wikipedia , lookup
Rosetta Stone wikipedia , lookup
Egyptian language wikipedia , lookup
Index of Egypt-related articles wikipedia , lookup
Animal mummy wikipedia , lookup
Middle Kingdom of Egypt wikipedia , lookup
Prehistoric Egypt wikipedia , lookup
Ancient Egyptian funerary practices wikipedia , lookup
Military of ancient Egypt wikipedia , lookup
Ancient Egyptian race controversy wikipedia , lookup
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. 2 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 8 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 9 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. 11 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. 12 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. 13 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? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 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. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ _________________________________________________________________________ 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 20 CENTRAL BOARD OF SECONDARY EDUCATION Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India