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Social Sciences
HISTORY
Teacher's Guide • Grade 5 Term 3
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Knowledge
The Nile and how it influenced
settlement, map of Ancient Egypt,
shadufs, Archimedean Screw, farming
in the Nile Valley, the life of a farmer,
evidence that historians use, paintings,
social structure in Ancient Egypt, beliefs
and religion, mummies, pyramids,
sphinx and temples, the tomb of
Tutankhamun, what the discovery
revealed about ancient Egyptian
society, hieroglyphics, mathematics
and astronomy, medicine and doctors,
spread of Egypt’s knowledge.
Skills
Describe how the environment influenced where
people lived.
Values
Ancient Egypt society greatly influenced
the world around it.
Copy and complete a map of Egypt, discover
how leaders and ordinary people lived in Egypt,
explain how an Egyptian farmer lifted water
from the Nile, create mimes about the life of a
farmer, interpret and write about an Egyptian
painting, compare Egyptian religious beliefs to
your own beliefs, create a pyramid from a net,
give a talk about one of your artefacts from home,
write a newspaper article about the discovery of
Tutankhamun’s tomb, invent your own system
of hieroglyphics, measure your classroom using
an Egyptian ruler, practice bartering, create a
brochure about Ancient Egypt.
There are four lesson plans in this module each with a number of activities.
Prior knowledge
•
Hunter-gatherers and herders in Southern Africa
•
The first farmers in Southern Africa
•
Communication through time
Preparing for this module
1. Make sure you are familiar with the whole module before you begin. Look at the teaching plan to see how to fit the activities into your week. Look through the resources for each of the four lesson plans and make sure that you have all the necessary resources well in advance.
2. Some activities require printing, such as assessment rubrics. Make sure these are printed well in advance.
3. Have your assessment recording sheets carefully prepared at the beginning of the term.
Lesson plan 1: The Nile River and how it influenced settlement
In this section the learners will:
•
Describe how the environment influenced where people lived
•
Copy and complete a map of Egypt
•
Discover how rulers and ordinary people lived in Egypt
•
Explain how an Egyptian farmer lifted water from the Nile
•
Create mimes about the life of a farmer
•
Interpret and write about an Egyptian painting
•
Compare Egyptian religious beliefs to their own beliefs
•
Create a pyramid from a net
•
Give a talk about one of their artefacts from home
•
Write a newspaper article about the discovery of Tutankhamun’s tomb
•
Invent their own system of hieroglyphics
•
Measure their classroom using an Egyptian ruler
•
Practice bartering
•
Make a brochure about Ancient Egypt
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Lesson 1: Farming in Ancient Egypt
You will need:
All activities: Learner’s Book, class workbooks, dictionaries, resource books such as library books with information, Atlas, class observation
sheets with the learners’ names.
Activity 1: Atlas to see the layout of Egypt, pictures to use as visuals in the lesson, a copy of a diary to illustrate what a diary entry looks like.
Activity 2: Pictures of a shaduf and an Archimedean Screw.
Activity 3: Pictures to use as farming visuals.
Activity 4: Using question words to find information.
Activity 5: Pictures of paintings and artefacts.
Knowledge focus:
This lesson will look at how the Nile River influenced settlement in Egypt, the way the Egyptians farmed in the Nile valley, lifted water from
the Nile and the evidence that historians used to put together the knowledge we now have of the ancient Egyptian way of life.
Assessment;
Activities 1 – 4 will each contain an informal assessment as indicated in the activities.
Vocabulary for this lesson:
Let the learners look up the meaning of these words in their dictionaries and write their definitions in their class workbooks.
irrigation, environment, flourish, retreat, artefacts
Activity 1: Copy and complete this map
Knowledge focus:
•
The Nile River and how it influenced settlement
Getting started:
Make sure you have prepared for this activity by finding pictures of the Nile. Have the Atlas available along with a diary as an example of
what a diary entry looks like. Have your assessment recording sheets available to do informal and formal assessment. Divide the class into
pairs for this activity. Make sure you are familiar with the whole module before starting.
Teaching Guidelines
1. Find out how much the learners know about Ancient Egypt from memory.
2. Hand out the Atlases and locate Egypt on a map. Find the Nile and note the countries surrounding Egypt. Discuss the Nile at length.
Show the learners an example of a diary as they will write a diary entry about a cruise down the Nile and what they saw.
3. The learners read the information in the Learner’s Book and complete the map and diary entry.
Informal assessment:
Prepare a class observation sheet ready for informal commenting as you walk around the class observing the individuals within the
groups working. Mark the written work informally with an encouraging comment where applicable.
Activity 2: How to get water from the river to the land
Knowledge focus:
• The Nile flooded its banks every year
• The shaduf and the Archimedean Screw
Getting started:
Try to have a few visuals of these two methods of drawing water from the Nile into the land.
Teaching Guidelines:
1. Discuss the problems of getting water to a farm that is not on the river bank.
2. Discuss the shaduf and the Archimedean Screw at length.
3. The learners read the information in the Learner’s book in pairs and also complete Activity 2 in pairs, with each person completing the
work in their own book but being free to discuss with their partners.
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Activity 3: The life of a farmer
Knowledge focus:
•
How they farmed in the Nile Valley
Getting started:
Try to once again have a number of pictures from the Internet to show the learners. Print the group assessment forms and let the groups
look at these just before they work on their mimes.
Teaching Guidelines
1. Have a discussion on what it means to be a farmer in South Africa today. Relate this to farming in Egyptian times.
2. Place the learners in pairs and let them read through the information on farmers in pairs and then let them question one another on what they have read.
3. Join two pairs to make groups and let the learners create mimes about the life of a farmer based on what they have just read. Give a set amount of time and let the groups present their mimes to the rest of the groups. After each mime, ask someone from the audience to
explain what was being acted out in the mime.
Informal assessment:
Mark this work informally with an encouraging comment where applicable.
Group assessment of farming scenario mimes
Criteria
We tried to remember all the facts.
We created roles for each of us in the role play.
We worked well together.
We told the class all the important information with our actions.
We kept our mime short.
Yes
Sometimes
No
Activity 4: Questions about different historical sources in Egypt
Encourage the learners to ask their own questions using the questions words: who, what, why, when, where and how.
Activity 5: Interpret this painting
Knowledge focus:
•
Archaeologists and artefacts
•
Paintings
Have a few pictures of artefacts to show the learners. Have pictures of paintings available as well.
Teaching Guidelines:
1. Have a general discussion with the learners about archaeologists and how they locate sources. Show an example of an artefact.
2. Show the value of asking questions whenever you want to find out information about anything using the 5 Ws and a H.
3. Place the learners in pairs and let them read the text in the textbook and then set about interpreting the painting using the questions
they have created.
Extension/support:
Walk around the classroom as the learners work and provide the necessary support. Encourage the weaker learners to write out their
questions first.
Informal assessment:
Mark this piece of work out of ten marks as shown below. The learners should include a minimum of five points worth two marks each
about what the painting shows about farming life in ancient Egypt.
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1
2
3
4
5
6
7
8
Learners include five of the following facts about farming
Farmers working in the field with cattle
Sitting under a fig tree to rest
Working with a shaduf
Making bricks
Planting in the fields
Working with an Archimedean Screw
Planting vegetables
Carrying baskets of crops
Marks
Total marks 5 X 2 = 10
Lesson 2: Way of life in ancient Egypt
In this section the learners will:
•
Compare Egyptian religious beliefs to their own beliefs
•
Create a pyramid from a net
•
Invent their own system of hieroglyphics
•
Measure their classroom using an Egyptian ruler
Knowledge focus:
This lesson will look at a number of topics such as the social structure in ancient Egypt, the beliefs and religion of the ancient Egyptians
including their use of mummies and the place of pyramids, sphinxes and temples in Egyptian life.
You will need:
Activity 6: Visuals of the religious beliefs of the Egyptians, Egyptian gods.
Activity 7: Visuals of mummies, crepe bandages.
Activity 8: Pictures of the different types of people in Egyptian society – pharaohs, viziers, farmers, women, craftsmen, priests.
Activity 9: Visuals of pyramids, paper to make a pyramid net, glue, visuals of the Sphinx, temples.
Activity 10: Examples of hieroglyphics.
Activity 11: Example of an Egyptian measurement ruler.
Activity 12: Visuals of medicine and doctors in ancient Egypt.
Assessment:
Activities 6 – 11 will each contain an informal assessment as indicated in each activity.
Vocabulary for this lesson:
Let the learners look up the meaning of these words in their dictionaries and write their definitions in their class workbook.
religion, structure, archaeologist, slanting, possessions, mythical, hieroglyphics, papyrus
Activity 6: What do the ancient Egyptians believe?
Knowledge focus
•
The various religious beliefs of the Egyptians
Getting started:
Make sure you have a number of pictures of the various aspects of Egyptian religion.
Teaching Guidelines:
1. Find out if the learners believe that a religious belief is important in life.
2. Discuss the beliefs of the Egyptians. Talk about it with the learners and as you talk, try to depict this in a drawing on the board.
3. Place the learners in pairs to read the information in the text book and then complete Activity 6.
4. After the learners have completed their information, let them try to relate what the Egyptians believed to one another orally without looking at their books.
Extension/support:
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Informal assessment:
Mark this piece of work informally with an encouraging comment.
Many learners will not know what they believe. Stress that they do not have to write something if they cannot think of their own beliefs.
Activity 7: All about mummies
Knowledge focus:
•
The reason for having mummies
•
Recipe for preparing a mummy
Getting started:
Make sure you have some pictures of Egyptian mummies to show the learners. Ensure that you have sufficient crépe bandages for the
mummies.
Teaching Guidelines
1. Have a discussion about Egyptian mummies. Show the learners pictures.
2. Discuss the process of embalming. Show an example of how to wrap a mummy with a bandage using one of the learners.
3. The learners complete Activity 7 in pairs and practice wrapping their partners like a mummy. They write the answers to questions in
their class workbook.
Extension/support:
Walk around observing the pairs wrapping each other as mummies. Offer help where necessary.
Informal Assessment:
Mark this piece of work informally with an encouraging comment.
Activity 8: The social structure in Egypt
Knowledge focus:
•
The class system in ancient Egypt with its 6 different tiers and pharaoh being the ruler.
Getting started:
Have a few pictures of the Egyptian people available showing some of their day-to-day activities.
Teaching Guidelines:
1. Have a general discussion with the learners about class systems in society. Sometimes they are enforced and sometimes they just exist.
What is the case in our South African society?
2. Discuss the pyramid drawing in the Learner’s book showing the different structures in ancient Egypt. Would these be similar to our
social structures?
3. Read through the information with the learners. Let them work individually to write out their own paragraph about a pharaoh. Stress
that they must use their own words.
4. Encourage creativity in the learners to create their own diagram of the social structure. They must not use a triangle as in the book.
Extension/support:
Give support to the weaker students showing them how to find keywords about the pharaoh and then write a sentence about each
keyword. Also provide assistance in their choice of a diagram.
Informal assessment:
Mark this piece of work informally with an encouraging comment.
Activity 9: Make a pyramid
Knowledge focus
• Pyramids, their formation and size
• An Egyptian Sphinx
• Temples
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Getting started:
Make sure you have relevant pictures of pyramids (The Great Pyramid at Gaza), Sphinxes (The Sphinx in front of the Pyramid at Gaza) and
temples (Temple of Hatshepsut) to show the learners. Make sure the learners each have paper on which to draw the pyramid net. Make
sure you have made this pyramid from a net yourself before the lesson, so that you understand how it works.
Teaching Guidelines:
1. Discuss pyramids, Sphinxes and temples to see how much the learners know about these.
2. Discuss the cross section of a pyramid shown in the Learner’s Book.
3. Let the learners read the information in pairs before making their own pyramids from the pyramid net in the book.
4. The learners complete Activity 9 which is mainly an oral discussion along with making a pyramid.
Extension/support:
Have some photocopies of nets for the learners who simply cannot draw them correctly. Show the others how to enlarge a drawing.
Informal assessment:
Prepare a class observation sheet ready for informal commenting as you walk around the class observing the individuals within the
groups working. Ask some of the learners to repeat their stories to the class.
Activity 10: Have fun with hieroglyphics
Knowledge focus:
•
Hieroglyphics
•
How to make papyrus
Getting started:
Make sure there is a visual of a hieroglyphics alphabet displayed in your classroom.
Teaching Guidelines:
1. Talk about hieroglyphics and what the symbols stand for.
2. Discuss the making of papyrus.
3. Let the learners work in pairs to read the information and explore hieroglyphics further.
4. Let the learners complete Activity 11 and enjoy experimenting with hieroglyphics. They work in pairs and write a message to the person
they are working with.
Extension/support:
Provide support in interpreting hieroglyphics.
Informal assessment:
Take time to read and the hieroglyphic messages and make encouraging remarks.
Activity 11: What is the answer?
Knowledge focus:
•
The Egyptian calendar
•
The Egyptian measuring system
•
The Egyptian decimal system
Getting started:
Work through this section carefully before starting so that you can answer any queries. Hand out the paper for making the Egyptian ruler.
Vocabulary for this session: .
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Vocabulary for this lesson:
Let the learners look up the meaning of these words in their dictionaries and write their definitions in their class workbooks.
navigate, palm, cubit, decimal system
Teaching Guidelines:
1. Discuss the fact that the Egyptians discovered the calendar.
2. Talk about their method of measuring.
3. Discuss the Egyptian decimal system.
4. Place the learners in pairs to create a ruler and measure the classroom. They read the information in the Learner’s Book together and
then complete Activity 12.
Extension/support:
Be available to help the learners that need support.
Informal assessment: Walk around looking at the learners at work, and make encouraging remarks.
Activity 12: Create medical role-plays
Knowledge focus:
•
Doctors
•
Dental fillings
•
Medicines
Getting started:
Once again get your visuals ready.
Teaching Guidelines:
1. Have a brief discussion about medicine and doctors.
2. Place the learners in groups to read the information in the book and then create a humorous role play showing some aspect of what
they have learned about Egyptian medicine and doctors.
3. Let the groups present their role plays to the rest of the class.
Extension/support:
Walk around offering support and advice to the groups
Lesson 3: The tomb of Tutankhamun
In this section the learners will:
•
Give a talk about one of their artefacts from home
•
Write a newspaper article about the discovery of Tutankhamun’s tomb
Knowledge focus:
This lesson focuses on the amazing tomb of Tutankhamun as a case study, and its discovery in 1922. It also explores hieroglyphics and the
making of papyrus, mathematics, astronomy, medicine and doctors in ancient Egypt.
Vocabulary for this session:
Let the learners look up the meaning of these words in their dictionaries and write their definitions in their class workbooks.
figurines, treasure, afterlife
You will need:
Activity 13 and 14: Visuals of Tutankhamun’s tomb, examples of newspaper articles, photocopies of the self-assessment for writing a newspaper article, examples of newspaper articles for layout.
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Informal assessment:
Activities 13 - 14 will all be informal assessment activities s indicated under each activity.
Activity 13: Give a talk
Knowledge focus:
•
The tomb of Tutankhamun
Getting started:
This is a fascinating part of Egyptian history and you will need to be familiar with it and have visuals of the tomb available.
Teaching Guidelines:
1. Make this an exciting lesson for the learners as you tell them about the tomb.
2. Focus on the word ‘artefacts’ and to get it to become real to the learners, let them each bring something from home that describes their family. They share this with the class by presenting a short speech. Since it will take too long to listen to everybody’s speech, let them present their speeches in groups.
Informal assessment:
Walk around listening to the group presentations and making encouraging remarks.
Activity 14: Write a newspaper article
Knowledge focus:
• What happened to Tutankhamun’s tomb for the 4000 years before it was discovered?
• How was the tomb discovered?
• What did archaeologists find in the tomb?
• What the tomb revealed about Egyptian society
Getting started:
Prepare visuals to explain how the tomb was discovered and what was found. Make sure you have photocopied the self-assessment for
the learners to complete.
Teaching Guidelines:
1. Explain what happened when Tutankhamun’s tomb was discovered.
2. Place the learners in pairs to read the information in the Learner’s Book.
3. Prepare the learners to write their newspaper article. Show them the self-assessment rubric which contains all the steps. Explain that in a newspaper article, the first paragraph answers the questions who, what, why, where, when and how. It then goes on to elaborate on each section.
Extension/support:
Provide encouragement to the weaker learners to get their opening paragraph right.
Informal assessment:
Let the learners fill in a self-assessment rubric on how they completed their newspaper article. Mark the newspaper article out of 10 marks
as follows:
Marking memo for Activity 14
A catchy heading.
Answering questions who, what, why, where, when and
how.
Additional information provided.
A picture provided.
Total
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1
6
2
1
10
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A self-assessment of writing a newspaper article
1
2
3
4
5
Criteria
I read the information in the Learner’s Book.
My article had a catchy heading.
I wrote my first paragraph answering the questions: who,
what, when, where, why and how.
The rest of my article contained information I thought people
might want to know.
I used a picture in my article.
Yes
No
Lesson 4: The spread of Egypt’s advanced knowledge to other places
In this section the learners will:
•
Practice bartering
•
Make a brochure about Ancient Egypt
Knowledge focus:
This lesson focuses how Egypt influenced other countries who came and bartered with them.
Vocabulary for this lesson:
Let the learners look up the meaning of these words in their dictionaries and write their definitions in their class workbook.
barter, brochure
You will need:
Activity 15: Items for a ‘bartering hour.’
Activity 16: Paper for a brochure, an example of a brochure that you have made, some brochure samples from a travel agent, a copy of the
rubric for each learner.
Formal assessment:
Activity 15 will be an informal assessment activity. Activity 16 will be a formal assessment task. Ensure that the learners are provided
with a photocopy of the brochure rubric for this task. Warn the learners in advance to look through their work in preparation for this
task before the time.
Activity 15: Bartering hour
Knowledge focus:
•
How trade developed among the Egyptians
•
How the Egyptians bartered with their goods
Getting started:
Arrange this bartering time at the beginning of term. Remind the learners to bring some items of theirs from home, with their parents’
permission and swap them in the bartering hour.
Teaching Guidelines:
1. Discuss how countries today trade with one another. Talk about how South Africa trades.
2. Place the learners in pairs to read the information in the Learner’s Book and to plan what they’ll be bringing to a bartering hour later in the week.
3. Hold the bartering hour.
4. In the next lesson, discuss this and find out what problems were experienced, whether it was an enjoyable experience and if there is a better way of doing this. The learners then write a reflection on their bartering hour in their class workbook.
Informal and formal assessment:
Mark the reflections in their books and offer encouraging remarks. Activity 16 will be a formal assessment.
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Activity 16: Make a brochure
Knowledge focus:
•
What is a brochure?
Getting started:
Since this is a formal assessment remind the learners that they must read through and know the important details of the term’s work well
before the lesson. Make sure you have photocopied a copy of the formal assessment rubric entitled ‘Make a brochure’ for each learners.
Teaching Guidelines:
1. Explain and demonstrate what a brochure looks like. Take a piece of A4 paper in landscape and divide it into three so that there are six sides.
2. Show the learners the rubric for making the brochure.
3. Since this is a formal assessment they cannot discuss anything with their friends.
4. Remind the learners that they must use their own words.
Formal Assessment:
Since this is a formal assessment task that will be completed in class time ensure that you have photocopied the rubric for the learners.
Hand these out. Use the following rating scale to give a formal assessment code.
Mark
29-30
26 - 28
21 - 25
15 - 20
10 - 15
6-10
0-5
Explanation
Outstanding achievement
Meritorious achievement
Substantial achievement
Adequate achievement
Moderate achievement
Elementary achievement
Not achieved
Code
7
6
5
4
3
2
1
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An ancient African
– Egypt
In this unit you will:
• Describe how the environment influenced where people lived
• Copy and complete a map of Egypt
• Explain how an Egyptian farmer lifted water from the Nile
• Create mimes about the life of a farmer
• Find out about different historical sources in Egypt
• Interpret and write about an Egyptian painting
• Compare Egyptian religious beliefs to your own beliefs
• Discover more about pharaohs and the social structure in Ancient Egypt
• Create a pyramid from a net
• Invent your own system of hieroglyphics
• Measure your classroom using an Egyptian ruler
• Give a talk about one of your artefacts from home
• Write a newspaper article about the discovery of Tutankhamun’s tomb
• Practice bartering
• Make a brochure about Ancient Egypt
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The Nile River and how it
influenced settlement
About 10 000 years ago, North Africa was covered in
grasslands and the hunter-gatherers known as ‘nomads’ used
to roam around hunting and gathering their food. They
learned 6000 years ago how to keep animals and plant crops.
As time went on, the rain became less and the land became
desert-like. There was not enough water for man or beast to
survive, so the people started to move towards the rivers. They
settled in villages along the banks of rivers. Soon they started
to grow wheat and barley and they farmed with animals.
The Nile River was a popular place to settle. It is the longest
river in the world. It begins in the high mountains of
central Africa and travels through Egypt where it joins the
Mediterranean Sea. The Nile valley is a thin strip of land. The
Egyptians used the Nile for drinking water, irrigation, fishing,
mud and reeds and they sailed around it to transport goods.
These boats transported cattle, stone, wood and people.
Activity 1: Map exercise
Use an Atlas to complete the map of Egypt and answer the following:
1. Describe how the environment influenced where people lived. (2)
2. Copy the map of Egypt into your classwork book. (1)
3. Label the Mediterranean Sea and colour it blue. (1)
4. Label the Red Sea and colour it red. (1)
5. Label the Nile River and colour it blue. (1)
6. Label the Nile Delta.(1)
7. Look at the map and write down the countries that surround Egypt. (3)
8. Imagine that you are sailing down the Nile River
towards the Nile Delta. Write a diary entry about what
you noticed on your cruise. (10)
Total (20)
The Nile used to flood its banks every summer
which brought rich fertile soil, called silt, to the
valley. The waters retreated in autumn leaving
soil that was rich in minerals and excellent
for farming. The crops flourished in this area.
Soon the farmers were farming wheat, barley,
lentils, beans, vegetables and date palms. They
kept fig and apple orchards and they farmed
with cattle and sheep. The grazing spots also
thrived because of the silt.
The Egyptian’s used shadufs to lift water from the Nile.
The Egyptians built houses close together on
high land so that they would be safe when the
Nile flooded its banks every year. The farmers
had to move further inland. They built canals
and started irrigation so that they could water
their crops. They used ‘shadufs’ (an irrigation
tool) and filled buckets of water from the Nile
to pour them into the irrigation ditches.
The farmers also used the ‘Archimedean Screw’
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to lift water. The screw was lowered into the water. The farmer turned the handle
and as the bottom end of the tube turned, it scooped up a volume of water
which travelled up the spiral tube until it finally poured out from the top to feed
the irrigation systems.
Activity 2: How to get water from the
river to the land
1. Draw and label a picture to explain how a ‘shaduf’ helps to get water from the river to the land. (5)
2. Draw and label pictures explaining how an Archimedean Screw lifts water from the river to the land. (5)
3. Why do you think early settlements were built next to big rivers? (2)
4. How were the Egyptian people able to use the rivers to their advantage? (3)
Total (15)
Archimedean Screw
How the Nile valley was farmed
When the Nile flooded its banks every year from June to September,
the farmers moved their herds and went to work for the king.
When the waters retreated from October to February, the farmers
ploughed the earth and planted barley, wheat and other crops.
The farmers used hoes, picks, sickles and ploughs pulled by oxen.
They also planted flax and trees.
Farmers grew vegetables such as onions, leeks, cabbages, beans,
cucumbers and lettuce.
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From March to May, farmers harvested the crops and repaired the
irrigation canals.
The scribes measured the land to calculate how much the farmers
owed the king.
The farmers grew grapes and made wine. They used pottery wine
jars to store the wine.
Farmers stored their grain in large silos. Scribes recorded how
much grain there was so that it could not be stolen.
Activity 3: The life of an Egyptian farmer
In a group, create mimes about the life of an Egyptian farmer. Present your mimes to the rest of the class and allow them to
guess what the mime is about. Total: 10
Think about the evidence that historians use
Everything we find out about ancient culture comes from different historical sources. For example, archaeologists discover objects when
they dig. These are called ‘artefacts’. Some of these artefacts are models and statues. Paintings tell us a lot about the culture. Papyrus scrolls
and literature tell us something about writing and events in times past. Mummies exposed what they knew about the body. As you read
information always ask, “how do historians know that?” and see if you can discover what sources were used. As you learn History, always
ask – who, what, why, where, when and how.
Activity 4: Questions about different historical sources in Egypt
Create six questions you would like to ask different historical sources about life in Egypt using the method, ‘who, what, why, where,
when and how’.
Total: 6
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Paintings
Archaeologists’ gained most of
their information on Egyptians
through their paintings. There
are many paintings about
daily life in Egypt. The walls of
Egyptian tombs are covered
in paintings. Paintings were
often found on papyrus scrolls
in the tombs. These paintings
were done by the scribes.
They described the deceased
person and also showed what
they thought would happen
to the person in the afterlife.
Activity 5:
Interpret this
painting
Look at this painting. Write
a paragraph about what
you think the painting tells
us about farming life in
Ancient Egypt.
Total: 10
Beliefs and religion
Life in Egypt was strongly influenced by religion. The Egyptians believed that everyone had a soul that lived on after death. The Egyptians
worshiped in temples. They had thousands of gods. Some of their gods were very important, such as the sun god, Ra. He was usually
shown in human form with a falcon head crowned with the sun disc encircled by the sacred cobra. Some of their gods were linked to
birds or a special animal and had an animal head. They believed the gods came to earth as animals or cats. For example, there was Heket,
the goddess of childbirth who had the head of a frog. Tefnut, the goddess of moisture and rain, had the head of a lioness. Anubis, the
god of mummification, had the head of a jackal. It was believed that people who displeased the gods would be punished with sickness,
starvation, poor harvests and defeat in battle. The Egyptians had a strong belief in life after death. They believed that ordinary people
would go to the world of Osiris (afterlife). The Egyptians believed that only the Pharaohs would go to the land of the sun god and prepared
the body in a special way when the Pharaoh died.
Examples of Egyptian gods
1.
2.
3.
4.
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Activity 6: What do the Egyptians believe?
1. Match the gods in the pictures to their descriptions and write their names in your class workbook. (4)
2. List some of the things that the Egyptian’s believed. (3)
3. Explain to the class what the Egyptians believed without looking at your textbook and how this differs from what you believe. (3)
Total:10
Mummies
The Egyptians believed that when a king or pharaoh died he would live with other gods, so his body had to be embalmed in a special
way, known as mummification, which turned them into what is known as a ‘mummy’. This was a long process that lasted for 70 days. The
mummy was placed in a coffin and buried in a vault in a pyramid along with the pharaoh’s treasures, food, water, weapons, and the boat
he would need in the afterlife.
Activity 7: All about Egyptian mummies
1. Use a long crepe bandage and practice wrapping your partner like a mummy!
2. Name ten items you would like to be buried with and why would you want them?
3. How do we know that the Egyptians used the mummification process and therefore had mummies? Discuss this with
a partner.
Total:10
Pharaohs and the social structure in
Ancient Egypt
There was a class system in Egypt. The Egyptian word for the greatest ruler (king
or queen) of Ancient Egypty, was ‘pharaoh’. The pharaoh was the richest and most
powerful person in the land. They owned all the land and had many assistants. The
people believed that the pharaoh was like a god and that every person and every
thing belonged to them. They were seen as the only person on Earth who could
communicate directly with the gods. The pharaoh was usually the eldest son of a
royal family, but woman had a lot of power in Egypt and could also be pharoahs. In
fact, the last pharoah to rule Anciet Egypt was Cleopatra VII Philopator. The pharoah
also acted as chief priest, head of the army and the head of government.
Vizier
Slaves, Labourers and Peasants
peasantss
The vizier (advisor) was the next person of high importance and he managed the
taxes and building projects. Next came the priests and nobles, followed by army
officials and scribes. After that were the skilled craftsmen, traders, artisans and
farmers. Finally there were the peasants, slaves and labourers. They were ordinary
people who were farm workers or servants. They paid the pharaohs by giving them a
portion of their crops and they built palaces and temples for them
Activity 8: The social structure in Egypt
1. Write a paragraph about the life of a Pharaoh. Give your paragraph a heading. (10)
2. Look at the information about the social structure in Egypt and capture this in your own picture or diagram. (10)
Total: 20
Pyramids, Sphinxes and temples
Pyramids
In Egypt, archaeologists discovered 35 major pyramids and 40 smaller ones. These were originally built as tombs for the bodies of dead
kings and queens. Pyramids were built from huge blocks of stone. People cut and moved these without wheels. They used human or
animal power. It took 20 years for 5000 workers and slaves to build a pyramid. The stone came from quarries. Some pyramids had sides
made of giant steps.
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The size of pyramids
The largest pyramid is The Great Pyramid at Giza. This was built for King Khufu and it used two million blocks of stone each weighing more
than 2 tons. It was 147 metres high, the size of a 50 story building. Some scientists say that the sloping sides of the pyramid represented
the slanting rays of the sun. The Egyptians believed the souls of the kings and queens would use the sun’s rays to climb to heaven. The
possessions of the kings and queens were buried with them and these range from chariots to jewellery and board games. This naturally
attracted robbers. The pyramids show us how much the Egyptians knew about mathematics.
Cross section of a pyramid
Diagram of a pyramid net
Activity 9: Make a pyramid from a net
Discuss with your partner:
How did the Egyptians move stone without wheels? Analyse the cross section of the pyramid diagram. What do you notice? Discuss
how you would build a pyramid.
Make a pyramid
Look at the diagram of a pyramid net. Make a larger version. Cut out the diagram, fold it and paste it to create your own pyramid.
Create your own story about who was buried in the pyramid and what was buried with that person. Tell your partner your
story. Total: 10
The Sphinx
The Sphinx is ancient Egypt’s most famous mythical monster.
It is usually shown as pharaoh’s head with the body of a lion.
Some Sphinxes, however, have heads of falcons or rams. The
reason that they created these Sphinxes was because they
believed that these creatures protected the rulers of Egypt.
The Egyptians often put Sphinxes at the entrance to royal
tombs to frighten robbers and evil spirits. The largest Sphinx
stands in front of the Pyramid of Giza. It is 73 metres long
and 20 metres high. The Egyptians used one enormous rock
when they carved this Sphinx.
A Sphinx at Giza
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Temples
Temples were an important part of the Egyptian way of life. The children
went to school in the temple. The women took food and goods to the
temple as offerings to the gods. Important visitors from other towns
stayed at the temple. Grain was stored in the temple to share with
those who needed it. Religion was very important to the Egyptians.
People prayed to their gods in the temple. The Temple of Hatshepsut,
known as ‘the most magnificent of the magnificent’ by the ancient
Egyptians. The temples were run by the chief priests who were rich
and powerful.
Hieroglyphics
Temple of Hatshepsut
The Egyptians are famous for their system of writing known as ‘hieroglyphics’. This is a form of picture writing. In those times the scribes did
most of the writing as most of the population couldn’t write. They wrote on papyrus paper. The Egyptians invented papyrus which is the
world’s first form of paper. This enabled the scribes to write down things and create the first written documents.
How papyrus was made
To make papyrus, the Egyptians cut reed from the river into thin strips and placed them over each other in a ‘criss-cross’ manner. They then
covered them with cloth and hammered them straight.
credit: Carrie Mehaffy
Categories
There were four categories of hieroglyphics. Here is an example of the hieroglyphic alphabet.
• Each alphabetic sign represented a single sound
• The syllables were a representation of two or three letters
• The Egyptians had pictures for a whole object or a whole word. These were followed by an upward stroke to indicate that the one
sign meant one whole word
• The determinative was a picture of an object to illustrate an abstract idea. Often, a picture of a roll of papyrus that was sealed, was
used to indicate that the meaning of the word could not be expressed pictorially but it could still be expressed in writing
Activity 10: Have fun with hieroglyphics
Look at the hieroglyphics alphabet. Write a sentence to a friend and let them decipher it. (5)
1. Invent your own alphabet of hieroglyphics. (20)
2. Write your name in Egyptian hieroglyphics and then write your name using your own hieroglyphics alphabet. (5)
Total: 30
Mathematics and astronomy
The Egyptians were well known for their mathematical ability, astronomy and inventions.
The calendar
Did you know that the Egyptians invented the modern calendar? They learned to navigate their boats by the stars and used the changing
pattern of the stars to plan their year. They noticed that the same thing happened at the same time and worked out that there are 365
days in a year. They formed a calendar of twelve months. They also worked out that there are 24 hours in a day.
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Egyptian measuring system
1 palm = 4 finger widths
1 cubit = 7 palm widths
The Egyptian measuring system used the hand and the fingers.
Egyptian decimal system
The Egyptians invented a decimal system. They used 7 different
symbols:
1 was represented by a single stroke.
10 was shown by drawing one hobble.
10
100 was shown with a drawing one coil of rope.
100
1,000 was represented by a drawing of one lotus plant. 10,000 was shown as one finger. 100,000 was represented by a drawing of one frog. (A hieroglyphic
of six frogs in a row would mean 600,000) 1000
1,000,000 was represented by the figure of a god with raised arms. 10,000
100,000
1,000,000
Activity 11: Egyptian Measurement
Make an Egyptian ruler and measure your classroom using the Egyptian measurement system. Can you guess the numbers from these
drawings? The first answer is given. Make five big numbers like this and test your friends. = 3,244
=
Total: 10
Medicine and physicians: diseases, anatomy, physiology and
clinical examinations
The Ancient Egyptians also made the first scientific discoveries about the human body. They noticed that the pulse in the wrist is linked to
ones heartbeat. The Egyptian doctors learned how to mend broken bones and the Egyptian dentists discovered how to fill holes in teeth –
they invented dental fillings. The Egyptians knew, from embalming, how to empty the skull through the nostrils by means of a long hook.
This showed a good knowledge of the anatomy of the head and brain.
A doctor spent many years training at the temple school about how to question a patient for symptoms and examine a body by touching
it. Some of the medicines are still used today. Laxatives such as figs, dates, and caster oil, were used then as they are still used now. Tannic
acid from the acacia nut is sometimes used in the treatment of burns. Common diseases of the eyes and skin were usually treated by the
doctor, but those that the Egyptian doctors did not know about were treated by the prayers of the priests.
Activity 12: Create medical role plays
Use one of the scenarios above to create a role play with a partner. Try to make your role play humorous. Allow the rest of
the class guess what you are doing.
The tomb of Tutankhamun
Who was Tutankhamun?
King Tutankhamun (known as ‘Tut’) was only nine years old when he became Pharaoh. He was only eighteen years old when he died.
What happened at Tutankhamun’s burial?
After experiencing the usual ceremony for a dead King, Tutankhamun was placed in his tomb. His tomb was filled with everything he
might need for a comfortable afterlife – furniture, jewellery, weapons, games, clothing, models of food, boats, animals and more. He was
also given four hundred figurines who could magically act as his servants in the afterlife.
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What was Tutankhamun’s tomb like?
The people did not have a lot of time to build Tutankhamun’s tomb. Tutankhamun’s
tomb was very small compared to the tombs of other pharaohs. He had been buried
with his furniture, clothing and jewellery to prepare him for the afterlife. As his tomb
was so small, it was overlooked for thousands of years.
Activity 13: Oral
When archaeologists find items that have been buried in a tomb they become
known as artefacts. Bring an ‘artefact’ from your home that could tell us
something about your family. This can be a family heirloom, a favourite toy, object
or tool you use every day. Share this with the class by presenting a short oral.
(Teacher to supply oral rubric from Teacher’s Guide).
What happened to Tutankhamun’s tomb for the 3000 – 4000 years before 1922?
Thieves broke into Tutankhamun’s tomb quite soon after his burial, but they were caught. Official inspectors
quickly re-organised the contents and then resealed the tomb. Soon after that, workmen who were building
the tomb of another pharaoh nearby, built their huts over the young king’s place of burial. Flooding in the
area removed any evidence of its existence. Tutankhamun’s tomb would thus remain hidden for more than
three thousand years.
How was Tutankhamun’s tomb discovered?
In 1922 the discovery of the century took place! A British archaeologist named Howard Carter found and
entered Tutankhamun’s tomb. He wrote these famous words, “…At first I could see nothing, the hot air
escaping from the chamber causing the candle flame to flicker but presently, as my eyes grew accustomed
to the light, details of the room within emerged slowly from the mist, strange animals, statues and gold—
everywhere the glint of gold…I was struck dumb with amazement, and when Lord Carnarvon, unable to
stand the suspense any longer, inquired anxiously, “Can you see anything?” it was all I could do to get out the
words, “Yes, wonderful things.” (quoted on http://www.nicholasreeves.com)
Top: Items found in
Tutankhamun’s tomb.
Above: Mask of
Tutankhamun
What did archaeologists find in the tomb?
The rooms were filled with treasure. The room known as the ‘Antechamber’, was filled with huge gilded couches, alabaster vessels and
more. The Annex, another storage area, was filled with grave goods. Robbers might have already been there because a bag of gold rings
was found on the floor. They did not take everything because Carter and his team found many treasures inside the tomb including a solid
gold mask of King Tutankhamun’s face. It took close to six years to record and preserve the thousands of valuable artefacts that were
found there. One room alone contained 171 objects and pieces of furniture.
What the discovery revealed about ancient Egyptian society
The artefacts in Tutankhamun ‘s tomb informed archaeologists and scientists a great deal about ancient Egyptian daily life. Many people
all over the world became interested in learning more about ancient Egypt because of the exciting discovery of an ancient tomb full of
treasure.
Activity 14: Write a newspaper article
Imagine you are a newspaper reporter. Write a newspaper article about the discovery of Tutankhamun’s tomb.
Total: 10
The spread of Egypt's advanced knowledge to other places,
such as Europe and the Middle East
Egypt developed advanced technology. The craftspeople made cloth, pottery and furniture. They Egyptians were known for their weaving,
spinning, brick making, musical instruments, glass blowing, carpentry, pottery, jewellery making and gold moulding. They exchanged
their goods with traders. They also took goods to other countries and bartered for goods they needed. The Egyptians did not use money.
Activity 15: Bartering
Bring something of yours that you don’t require any more to school. Have a bartering session where you swap what you have
for something else with a friend. Write a paragraph about this experience in your class workbook. What problems did you
experience? Did you enjoy the experience? Can you think of a better system than bartering?
Total: 10
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Activity 16: Make a brochure
Now that you are finished learning about Egypt, make a brochure. Use a piece of A4 paper and divide it into three double-sided
columns, which will be used both sides and Z-folded (zig-zag format). Choose an important heading for each of the six sections
(see example for three headings). Add information to each heading and draw a picture about it.
Total: 30
The example below illustrates one side of the brochure
The pyramids
Nullam turpis lorem,
tempor ut est vel, blandit
tempus urna. Etiam
semper a quam at sagittis.
Curabitur ac metus a nisi
dapibus tristique. Etiam
in consectetur lectus.
Duis tortor dolor, auctor quis velit eget,
sagittis malesuada nulla. Nam eget diam
nec lorem pretium laoreet. Sed ultrices
metus sit amet tellus mollis interdum eget
ac neque. Maecenas scelerisque fringilla
velit et volutpat. semper a quam at
sagittis. Curabitur ac metus a nisi dapibus
tristique. Etiam in consectetur lectus. Duis
tortor dolor, auctor quis velit eget, sagittis
malesuada nulla. Nam eget diam nec
lorem pretium laoreet. Sed ultrices metus
sit amet tellus mollis interdum eget ac
neque. Maecenas scelerisque fringilla velit
et volutpat. Maecenas auctor placerat
The Nile River King Tut’s tomb
est eget malesuada. Aenean a turpis arcu.
Nulla facilisi.
Integer in mi ligula. Nunc eget augue
turpis. Morbi nec orci leo. Morbi volutpat
velit et pharetra consequat. Suspendisse
vel vehicula quam. Sed dui risus, gravida
in pellentesque vitae, vehicula vitae tellus.
Praesent sit amet vehicula libero. Proin
blandit nulla id mi tempor, in eleifend
sapien varius. Pellentesque at libero blandit,
ullamcorper nunc vel, dignissim metus.
Proin tempus velit sapien, nec luctus mauris
cursus non. Phasellus ut tempor augue.
Nam et posuere erat, sit amet tincidunt
urna. Sed et eros accumsan, iaculis quam
et, consectetur ligula.
Praesent dui erat,
tincidunt vitae ligula
vitae, tempor interdum
Urna. Aliquam et dapibus
lorem.
Nam eget diam nec lorem
pretium laoreet. Sed
ultrices metus sit amet
tellus mollis interdum eg
Nullam turpis lorem,
tempor ut est vel, blandit
tempus urna. Etiam
semper a quam at sagittis. Curabitur
ac metus a nisi dapibus tristique. Etiam
in consectetur lectus. Duis tortor dolor,
auctor quis velit eget, sagittis malesuada
nulla. Nam eget diam nec lorem pretium
laoreet. Sed ultrices metus sit amet tellus
mollis interdum eget ac neque. Maecenas
scelerisque fringilla velit et volutpat. Nullam
turpis lorem, tempor ut est vel, blandit
tempus urna. Etiam semper a quam at
sagittis. Curabitur ac metus a nisi dapibus
tristique. Etiam in consectetur lectus. Duis
tortor dolor, auctor quis velit eget, sagittis
malesuada nulla. laoreet.
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Memos
Activity 1: Copy and complete the map of Egypt
1. There was not enough water in Egypt which is mainly a desert area, so people started to settle along the banks of rivers such as the Nile. Living next to a river enabled settlers to drink water, grow crops, use irrigation, fish and it also provided transport of goods for
trade. (2)
2 - 6. Mapwork answers to be checked for accuracy (5)
7. The countries that surround Egypt are Israel, Sudan and Libya. (3)
8. The diary entry should include sentences about plenty of farming activity such as wheat, barley, lentils, beans, vegetables and date
palms; fig and apple orchards; cattle, sheep, houses. Canals leading off the river, shadufs for irrigation, Archimedean Screws for lifting
water, boats carrying people and goods. (10)
Total: 20
Activity 2: How to get water from the river to the land
1. The picture should show how a shaduf works by scooping water with a bucket from one source of water to another. A bucket is tied to one
end of a branch with a stone tied to the other, suspended from a larger branch that is usually placed about 10 feet high from the source
of water. (5)
2. The pictures should show how the Archimedean Screw is a pumping device. The pump consists of a screw fitted inside a sloping
cylinder. The lower end of the cylinder is placed in a stream, and the screw rotated by a handle. This rotates the water up the cylinder
through the screw’s thread, until it reaches the top (5)
3. Living next to a river enabled settlers to have enough water to drink, grow crops, use irrigation, fish and it also provided a way to
transport goods for trade. (2)
4. The Egyptians used devices such the Archimedean Screw and the shaduf to water their land next to the river. They made canals leading
from the river. They used boats to take their goods to another place to sell them. (3)
Total: 15
Activity 3: The life of a farmer
Learners own interpretation mimes.
Marking memo for the Activity 3 mimes
Everyone participates
Uses style and enables a clear guess – average (2), very good (4), excellent (5)
5
5
Total 10
Activity 4: Questions about different historical sources in Egypt
Learners own answers. Examples of answers:
Who was the pharoah at this time in History?
What crops did the Egyptians grow near the river?
Why did the Egyptians move near to rivers?
Where will you find the Nile River on a map?
When did all the Egyptians start settling around the rivers?
How did they make the Archimedean Screw?
Total: 6
Activity 5: Interpret this painting
This would be the learner’s own interpretation. Mark this piece of work out of ten marks as shown below. The learners should include a
minimum of five points worth two marks each as shown below about what the painting shows about farming life in ancient Egypt.
Learners include five of the following facts about farming
1 Farmers working in the field with cattle
2 Sitting under a fig tree to rest
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Marks
22
3
4
5
6
7
8
Working with a shaduf
Making bricks
Planting in the fields
Working with an Archimedean Screw
Planting vegetables
Carrying baskets of crops
Total marks 5 X 2 = 10
Activity 6: What do the Egyptians believe?
1. a) Anubis, the god of mummification.
b) Heket the goddess of child birth.
c) Tefnut, the goddess of moisture and rain.
d) Ra the sun god.(4)
2. What the Egyptians believed:
Gods that weren’t real.
People who displeased the gods would be punished with sickness, starvation, poor harvests and defeat in battle.
The Egyptians had a strong belief in life after death.
The Egyptians worshipped in temples.
They had thousands of gods.
Only the pharaoh would go to the land of the sun god. 3. This would be the learner’s own explanation
(6)
Total:10
Activity 7: All about Egyptian mummies
Learner’s own answers. Total:10
Activity 8: The social structure in Egypt
1. This would be the learner’s own paraphrase of the previous paragraph.
Marking memo for the Activity 8 paraphrase
A title
Mentions at least six facts
Uses own words and style – average (1), very good (2), excellent (3)
1
6
3
Total 10
2. Look at the information about the social structure in Egypt and capture this in your own picture or diagram. (10)
Marking memo for the Activity 8 diagram
A title
Mentions the six stratas
Originality – average (1), very good (2), excellent (3)
1
6
3
Total 10
Total: 20
Activity 9: Make a pyramid from a net
Learner’s own answers.
Draw a larger pyramid net (2), cut out the diagram (2), fold it (2) and paste it (2). Create a pyramid (2). Create your own story about who was buried in the pyramid and what was buried with that person. Tell your partner your
story. Total: 10
Marking memo for Activity 9 story
A catchy heading
Answering questions who, what, why, where, when and how in the story
Presentation skills – average (1), very good (2), excellent (3)
1
6
3
Total 10
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23
Activity 10: Have fun with hieroglyphics
Learner’s own answers. Total: 30
Activity 11: Egyptian Measurement
Learner’s own answers.
Total: 10
Activity 12: Create medical role plays
Learner’s own answers. No marking
Activity 13: Oral
Learner’s own answers.
Marking memo for Activity 13
A catchy heading
Answering questions who, what, why, where, when and how about the artefact
Presentation skills – poor (4), average (5), good (6), excellent (7), outstanding (8-10)
Effort put into preparation – average (1), Very good (2) Excellent (3)
1
6
10
3
Total 20
Activity 14: Write a newspaper article
Marking memo for Activity 14
A catchy heading
Answering questions who, what, why, where, when and how
Additional information provided
A picture provided
1
6
2
1
Total 10
Activity 15: Have a bartering hour
Learner’s own answers Total: 10)
Activity 16: Make a brochure
This is the marking memo for this formal assessment task.
Formal assessment rubric: Make a brochure
Criteria
Marks
1
The paper is folder neatly into three sections (double-sided to make six columns) in landscape format. Name
must be neatly displayed
1
2
Six headings are used at the top of each section (one per section)
2
3
Farming in ancient Egypt. Mention at least three facts
3
4
How the Egyptians got water from the Nile. Mention at least three facts
3
5
Social structure in Ancient Egypt. Mention at least three facts
3
6
Egyptian religion. Mention at least three facts
3
7
Pyramids, Sphinxes and temples. Mention at least three facts
3
8
King Tutankhamun’s tomb. Mention at least three facts
3
9
Two drawings can be used on the brochure
4
10
The brochure is neatly displayed
2
11
Clear evidence of own words used
3
TOTAL 30
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