Project GLAD · Web view-understand the significance of Queen Hatshepsut and Ramses the Great...

Project GLADAncient Egypt: Gift of the Nile

Level 6Idea Pages

I. Unit Theme (Include cross-cultural sensitivity theme) Ancient Egypt Rivers and erosion The effect of rivers on the development of civilizations Cross-cultural theme—Rivers have effected many civilizations and cultures through

time. Many cultures have stories that reflect dependence on the river.

II. Focus & Motivation Ancient Egypt Big Book Anthropologist Awards Inquiry Chart Observation Walk San Jose Egyptian Museum Field Trip

III. Closure Process charts and learning Reread Big Book Share student poetry and projects Personal Exploration Activities

IV. Social Science Concepts: California State Standards (6th Grade)6.2.0-analyze the geographic, political, economic, religious, and social structures of early Egypt6.2.1-locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations6.2.2-trace the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and power6.2.3-understand the relationship between religion and the social and political order in Egypt6.2.5-discuss the major features of Egyptian art and architecture6.2.6-describe the role of Egyptian trade in the eastern Mediterranean and Nile valley6.2.7-understand the significance of Queen Hatshepsut and Ramses the Great6.2.8-identify the location of the Kush civilization and describe its political, commercial, and cultural relations with Egypt6.2.9-trace the evolution of language and its written forms

V. Science Concepts: California State Standards (6th Grade)2-topography is reshaped by the weathering of rock and soil and by the transportation and deposition of sediment2a-water running downhill is the dominant process in shaping the landscape

Ancient Egypt: Gift of the Nile Level 6 1Lodi - Project G.L.A.D (Last Revised 02/06 F.A.R.)

2b-rivers and streams are dynamic systems that erode, transport sediment, change course, and flood their banks in natural and recurring patterns2d-floods change human and wildlife habitats3a-energy can be carried from one place to another by waves, including water

VI. Language Arts Concepts: California State Standards (6th Grade)

Reading

1.1- Read aloud narrative and expository text fluently and accurately with appropriate pacing, intonation, and expression1.2- Identify and interpret figurative language and words with multiple meanings2.0- Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose2.2- Analyze text that uses the compare/contrast organizational pattern.2.3- Connect and clarify main ideas by identifying their relationships to other sources and related topics2.4- Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports3.0- Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and Social Science. They clarify the ideas and connect them to other literary works3.1- Identify the forms of fiction and describe the major characteristics of each form.3.2- Analyze the effect of the qualities of the character (e.g., courage or cowardice, ambition or laziness) on the plot and the resolution of the conflict3.3- Analyze the influence of setting on the problem and its resolution3.5- Identify the speaker and recognize the difference between first- and third-person narration (e.g., autobiography compared with biography)3.6- Identify and analyze features of themes conveyed through characters, actions, and images3.7- Explain the effects of common literary devices (e.g., symbolism, imagery, metaphor) in a variety of fictional and nonfictional texts3.8- Critique the credibility of characterization and the degree to which a plot is contrived or realistic (e.g., compare use of fact and fantasy in historical fiction)

Writing

1.2- Create multiple-paragraph expository compositions1.2a- Engage the interest of the reader and state a clear purpose1.2b-Develop the topic with supporting details and precise verbs, nouns, and adjectives to paint a visual image in the mind of the reader1.2c- Conclude with a detailed summary linked to the purpose of the composition1.5- Compose documents with appropriate formatting by using word-processing skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation)2.2- Write expository compositions (e.g., comparison and contrast)


2.2a- State the thesis or purpose2.2b- Explain the situation2.2c- Follow an organizational pattern appropriate to the type of composition2.2d- Offer persuasive evidence to validate arguments and conclusions as needed

Written and Oral Language Conventions

1.1- Use simple, compound, and compound-complex sentences1.3- Use colons after the salutation in business letters, semicolons to connect independent clauses, and commas when linking two clauses with a conjunction in compound sentences1.4- Use correct capitalization1.5- Spell frequently misspelled words correctly

Listening and Speaking

1.0- Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience; They evaluate the content of oral communication1.6- Support opinions with detailed evidence and with visual or media displays that use appropriate technology

VII.ELD Concepts: California State Standards (6th Grade)

LS=Listening & Speaking

RC= Reading Comprehension

RF/VD= Reading Fluency & Vocabulary Dev.

LRA= Literary Response & Analysis

WA= Word Analysis

W= Writing

Beginning

LS- Demonstrate comprehension of oral presentations and instructions through non-verbal responses (e.g., gestures, pointing, drawing)LS- Begin to speak with a few words or sentencesLS- Independently use common social greetings and simple repetitive phrasesRC- Read and orally respond to simple text by answering factual comprehension questions using key words or phrasesRC- Understand and follow simple, multistep, oral directions of classroom or work-related activitiesRC- Orally identify main ideas and some details of familiar texts using key words or phrasesRC- Use pictures, lists, charts, and tables to identify the factual components of compare/contrast patterns in informational materialsRF/VD- Read aloud simple words presented in literature and content-area texts; demonstrate comprehension using one- or two-word or simple sentence responses


RF/VD- Respond with appropriate short phrases or sentences in a variety of social and academic settingsRF/VD- Create a simple dictionaryRF/VD- Retell stories using phrases and sentencesRF/VD- Communicate basic needs using vocabularyLRA-Orally respond to simple literary tests by answering factual comprehension questions using one- or two-word responsesLRA- Orally identify different characters and settings in simple literary texts using words or phrasesLRA- Use pictures, lists, charts, and tables to identify the sequence of events from simple literary textsLRA- Recite simple poemsWA- Recognize and pronounce most English phonemes while reading aloudWA- Recognize most common English morphemes in phrases and simple sentencesW- Organize and record information from selected literature and content areas by displaying it on pictures, lists, charts, and tablesW- Create simple sentences or phrases with some assistanceW- Write a brief narrative by using a few simple sentences that include the setting and some detailsW- Use the writing process to write brief narratives and stories with a few standard grammatical formsW- Write simple compositions, such as descriptions and comparison and contrast, that have a main idea and some detail

Early Intermediate

LS- Begin to be understood when speaking with some inconsistent grammarLS- Ask and answer questions using phrases or simple sentencesLS- Restate and execute multistep directionsLS- Restate the main idea of oral presentations of subject matter content using simple sentencesLS- Orally communicate basic needsLS- Prepare and deliver short oral presentationsRC- Read and orally respond to simple literary texts and texts in content areas by answering factual comprehension questions using simple sentencesRC- Read and orally identify main ideas and details of informational materialsRC- Orally identify the factual components of simple informational materials using key words or phrasesRF/VD- Use knowledge of literature and content areas to understand unknown wordsRF/VD- Read simple paragraphs and passages independentlyRF/VD- Self-corrects when speaking and reading out loudRF/VD- Read own writing of narrative and expository text aloud with appropriate pacing, intonation, and expressionRF/VD- Use a standard dictionary to find the meaning of known vocabularyLRA- Orally respond to brief literary texts by answering factual comprehension questions using simple sentences


LRA- Read and orally identify the main events of the plot using simple sentencesLRA- Read and orally identify the speaker or narrator in a selectionLRA- Identify the difference between first and third person using simple sentencesLRA-Orally describe a character in a brief literary text by identifying the thoughts and actions of the character using simple sentencesWA- Produce most English phonemes comprehensibly, while orally reading their own writing, simple sentences, or textsWA-Use common English morphemes in oral and silent readingWA- Recognize obvious cognates in phrases, simple sentences, literature and content-area textsW- Write simple sentences of brief responses to selected literature to show factual understanding of the textW- Use common verbs, nouns, and high-frequency modifiers in writing simple sentencesW- Create a draft of a paragraph by following an outlineW- Write an increasing number of words and simple sentences appropriate for Language Arts and other content areas (e.g., Math, Science, Social Science)W- Write expository compositions (e.g., descriptions, compare/contrast, problem/solution) that include a main idea and some details in simple sentencesW- Collect information from various sources and take notes on a given topicW- Proceed through the writing process to write short paragraphs that contain supporting details about a given topic (there may be some inconsistent use of standard grammatical forms)

Intermediate

LS- Respond to messages by asking simple questions or by brief restatement of the messageLS- Listen attentively to stories/information and identify key details and concepts using both verbal and non-verbal responsesLS- Be understood when speaking with fairly consistent grammarLS- Actively participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting informationLS- Prepare and deliver short presentations RC- Read and use detailed sentences to orally respond to literature by answering factual questionsRC- Read and use detailed sentences to orally explain main ideas and details of informational, literary, and text materials in content areasRF/VD- Use a standard dictionary to determine meanings of unknown wordsRF/VD- Recognize simple idioms, analogies, figures of speech, and metaphors in literature and texts in content areasRF/VD- Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloudRF/VD- Use decoding skills and knowledge of vocabulary, both academic and social, to read independentlyRF/VD- Recognize that words sometimes have multiple meanings


LRA- Use expanded vocabulary, descriptive words, and paraphrasing for oral and written response to familiar literary textsLRA- Read and use detailed sentences to orally respond to factual comprehension questions from short stories, novels, and essaysLRA- Apply knowledge of language to analyze and derive meaning and comprehension from literary textsWA- Apply knowledge of common English morphemes in oral and silent reading to derive meaning from literature and texts in content areasWA- Identify cognates and false cognates in literature and texts in content areasW- Narrate a sequence of events and communicate their significance to the audienceW- Write brief expository compositions (e.g., descriptions, compare/contrast, problem/solution) that include a thesis and some points of supportW- Develop a clear purpose in a short essay by appropriately using rhetorical devices of quotations and factsW- Write responses to selected literature that exhibit understanding of the text, using detailed sentences and transitionsW- Use more complex vocabulary and sentences appropriate for Language Arts and other content areas (e.g., Math, Science, Social Studies)W- Use complex sentences in writing brief fictional biographies and short stories that include a sequence of events and supporting detailsW- Use basic strategies of notetaking, outlining, and the Writing Process to structure drafts of simple essays, with consistent use of standard grammatical forms (some rules may not be followed)

Early Advanced

LS- Listen attentively to more complex stories/information on new topics across content areas and identify the main points and supporting detailsLS- Retell stories in greater detail, including characters, setting, plot, summary, and supporting detailsLS- Be understood when speaking using consistent standard English grammatical forms, sounds, intonation, pitch, and modulation with some random errorsLS- Actively participate and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions, restating, and soliciting informationLS- Recognize appropriate ways of speaking that vary based on purpose, audience, and subject matterLS- Respond to messages by asking questions, challenging statements, or offering examples that affirm the messageLS- Use idioms and figurative languageRC- Identify and explain the main ideas and critical details of informational materials, literary text, and text in content areasRF/VD- Use knowledge of English morphemes, phonics, and syntax to decode and interpret the meaning of unfamiliar wordsRF/VD- Recognize that words sometimes have multiple meanings and apply this knowledge to literature and texts in content areas


RF/VD- Use a standard dictionary to determine meanings of unknown wordsRF/VD- Use decoding skills and knowledge of academic and social vocabulary to achieve independent readingRF/VD- Use idioms, analogies, and metaphors in literature and texts in content areasRF/VD- Read increasingly complex narrative and expository texts aloud with appropriate pacing, intonation, and expressionLRA- Identify literary devices such as narrative voice, symbolism, dialect, and ironyLRA- Describe the author’s point of view in literary text using detailed sentencesLRA- Read and orally describe the literary elements of plot, setting, and characters using detailed sentencesWA- Apply knowledge of word relationships, such as roots and affixes, to derive meaning from literature and texts in content areasWA- Distinguish between cognates and false cognates in literature and texts in content areasW- Write in different genres (e.g., short stories and narratives), including coherent plot development, characterization, and settingW- Develop a clear thesis and support it by using analogies, quotations, and facts appropriatelyW- Use appropriate language variations and genres in writing for Language Arts and other content areas

Advanced

LS- Listen attentively to stories and subject area topics, and identify the main points and supporting detailsLS- Demonstrate understanding of figurative language and idiomatic expressions by responding to and using such expressions appropriatelyLS- Negotiate and initiate social conversations by questioning, restating, soliciting information, and paraphrasingLS- Prepare and deliver reports that include purpose, point of view, introduction, transitions, and conclusionsLS- Speak clearly and comprehensibly using standard English grammatical forms, sounds, intonation, pitch, and modulationRC- Identify and explain the main ideas and critical details of informational materials, literary text, and text in content areasRF/VD- Use words appropriately that sometimes have multiple meanings and apply this knowledge consistently to literature and texts in content areasRF/VD- Apply knowledge of academic and social vocabulary to achieve independent readingRF/VD- Use common idioms and some analogies and metaphorsRF/VD- Use a standard dictionary to determine meaning of unknown wordsLRA- Analyze setting and its influence on the meaning and conflict of a literary textLRA- Identify and describe literary elements and techniques such as figurative language, imagery, and symbolismLRA- Analyze development of a plot, including its development and how conflicts are addressed and resolved


WA- Apply knowledge of word relationships, such as roots and affixes, to derive meaning from literature and texts in content areasWA- Apply knowledge of cognates and false cognates to derive meaning from literature and texts in content areasW- Produce writing by using various elements of discourse (e.g., purpose, speaker, audience, form) in narrative, expository, persuasive, and/or descriptive writingW- Use appropriate language variations and genres in writing for Language Arts and other areasW- Write responses to literature that develop interpretations, exhibit careful reading, and cite specific parts of the text

VIII. Math & Other Skills (6th Grade)

Number Sense2.1 Convert one unit of measurement to another (e.g., from feet to miles, from centimeters to inches).2.2 Demonstrate an understanding that rate is a measure of one quantity per unit value of another quantity.2.3 Solve problems involving rates, average speed, distance, and time.3.1 Use variables in expressions describing geometric quantities (e.g., P = 2w + 2l, A = 1/2bh, C = d - the formulas for the perimeter of a rectangle, the area of a triangle, and the circumference of a circle, respectively).3.2 Express in symbolic form simple relationships arising from geometry. Measurement and Geometry1.3 Know and use the formulas for the volume of triangular prisms and cylinders (area of base x height); compare these formulas and explain the similarity between them and the formula for the volume of a rectangular solid.

IX. Vocabulary (6th Grade)

Inundation DynastyAnthropologist AfterlifePharaoh EmbalmHieroglyphics Mummyunification ObeliskRegent ArchitectureErosion PolytheisticAgriculture ScarabCaste TempleCataracts TombDelta ArcheologistPapyrus Ziggurat

X. Resources and Materials (6th Grade)


Teachero Harcourt Brace 6th Grade Social Studies Textbooko Tut-ankh-amun and His Friends -Cyril Aldredo Egypt: People, Gods, Pharaohs - Rose Marie Hagen & Rainer Hageno Ancient Egypt: Life, Myth, and Art - Joann Fletchero The River Nile - Bruce Bandero Masterpieces of Tutankhamun - David P. Silvermano Our Global Village: Egypt - Judy M. Hageneo Make it Work! Ancient Egypt - Andrew Haslam & Alexandra Parsonso The Way to Eternity: Egyptian Myth - Fergus Flemingo The Gold of the Pharaohs - Henry Stierlino The Age of God-Kings - Time Life Editorso Lost Civilizations: Egypt-Land of the Pharaohs - Time Life Editors

Fictiono Egyptian Legends and Stories - M.V. Seton-Williamso Mummies in the Morning - Mary Pope Osborneo The Egypt Game - Zilpha Keatley Snydero Ms. Frizzle’s Adventures: Ancient Egypt - Joanna Cole & Bruce Degen

Nonfictiono Secrets of the Sphinx - James Cross Giblino Valley of the Golden Mummies - Joan Holubo Usborne’s Internet Linked Mummies and Pyramids - Sam Taplino Pyramids & Mummies - Seymour Simono Mummies and Pyramids - Will and Mary Osborneo Postcards from Egypt - Helen Arnoldo Mummies Unwrapped! - Kimberly Weinbergero Civilizations Past to Present: Egypt - Kevin Suppleso Egypt - Stephen Krenskyo Kingfisher Knowledge: Mummies - John Malamo National Geographic Treasures of Egypt - National Geographic Editorso Treasures of Tutankhamun - Editor Katherine Stoddert Gilberto Ancient Egypt - Robert Nicholson and Claire Wattso In Search of Tutankhamun: The Discovery of a King’s Tomb - Gill Harveyo Mummies, Tombs, and Treasure: Secrets of Ancient Egypt - Gill Harveyo Egyptian Pyramid - James Putnamo The Egyptian News - Scott Steedman

Poetryo Voices of Ancient Egypt - Kay Winterso Who Build the Pyramids? - Meredith Hooper

Technologyo Ancient Egyptian Monuments – http://library.thinkquest.org/3011/egypt4.htmo British Museum- www.ancientegypt.co.uko Mummy Discoveries in Egypt: News – http://www.guardians.net/hawass


o Egyptian Museum – http://www.touregypt.net/egyptmuseum/egyptian_museum.htm

o The Brooklyn Museum Egyptian Art Collection – http://www.brooklynmuseum.com

o National Geographic’s “How to Make a Mummy”- http://www.nationalgeographic.com/media/tv/mummy/index.html

o Usborne’s Mummies & Pyramids Internet Links – http://www.usborne-quicklinks.com

Othero San Jose Egyptian Museum (Field Trip)o Ancient Artifacts (Presentation Program)o The Prince of Egypt (movie)



Level 6Unit Planning Pages

I. Focus & Motivation Cognitive Content Dictionary (CCD) with Signal Word Ancient Egypt Big Book Picture File Cards Observation Walk Anthropologist Awards Poetry Chants Inquiry Chart Realia & Interest Pieces

II. Input 10/2 Lecture with Primary Language World Map Pictorial (Rivers of the World) Egypt Map (Upper and Lower Egypt) Timeline-Eras of Egypt Nile River Pictorial (Flood Cycle) Pyramid of Power Pictorial King Menes Pictorial Narrative Input—Who Built the Pyramid? Newspaper Articles—Discoveries in Egypt and/or archaeology

III. Guided Oral Practice-Form Co-op groups T-graph & processing Exploration Report (round table with Picture File Cards) Numbered Heads Heads Together & Process Grid Sentence Patterning Chart Team Tasks Group Frame

IV. Reading & Writing A. Whole Group

Group Frames Ancient Egypt Big Book Cooperative Strip Paragraph Found Poem

B. Small Group Team Tasks


Ear-to-Ear Reading Textbook Work: paired reading, tutoring, activity sheets Focused Reading Flexible Reading Groups Expert Groups Team Writers’ Workshop Group Process Grids Sentence Patterning Chart (Farmer in the Dell) Interactive Reading

C. Individual Activities--Portfolio Paragraph Writing Poetry Writing World Map Nile River Pyramid of Power Interactive Journal Learning Logs Cartouche Art Project Individual Tasks

D. Writers’ Workshop Mini Lesson Writing & Planning Conferences Author’s Chair

V. Reinforcement & Extension Activities Poetry Read Aloud Newspaper Interest Pieces Total Room Environment

VI. Daily Activities Read Aloud Silent Reading or Book Sharing Listening Activities Oral Language Activities Daily News or Interest Piece Personal Interaction

VII. Closure Focused Reading Process Inquiry Charts Sharing Poetry Reading Big Books


Student Generated Text Personal Exploration Activity



Level 6Sample Daily Lesson Plan (5-Day Plan)

Day 1:

Focus & Motivation Cognitive Content Dictionary with signal word Expectations Big Book Observation Charts Inquiry Chart - Ancient Egypt Poetry - Anthropologist BUGALOO

Input World Map (Rivers of the World) Pictorial Input Chart - King Menes 10/2 with primary language

Guided Oral Practice Poetry- King Menes Chant T-Graph; Team Points Picture File Cards - Exploration Report

Input Graphic Organizer - Pyramid of Power 10/2 with primary language

Reading & Writing Learning Log Interactive Journals

Closure Home/School Connection Review Chants

- Revisit with vocabulary and picture file cards

Day 2:

Focus & Motivation Cognitive Content Dictionary with signal word Process Home/School Connection Review Input with Word Cards Interest Piece - Archeology News Poetry - Pyramid of Power


Input Narrative Input - Who Built the Pyramid?

Guided Oral Practice Expert Groups (Hatshepsut & Ramses) Team Tasks/Team Points Farmer In the Dell/Sentence Patterning Chart

- Read- Trade- Flip Chant

Reading & Writing Interactive Journals Writers’ Workshop

-Mini Lesson-Writing-Authors’ Chair

Closure Process Inquiry Chart Home/School Connection Review Chants

Day 3:

Focus & Motivation Cognitive Content Dictionary with signal word Process Home/School Connection Poetry – Pharaoh, Pharaoh Review Input (including Narrative) with Word Cards/Highlight Poetry Review Chants & Big Book

Guided Oral Practice Expert Groups (Finish) Team Tasks

-Team Evaluation (from T-Graph) Process Grid Cooperative Strip Paragraph (Egyptian Pharaohs)

-Read-Revise-Edit

Reading & Writing Story Map- Narrative Input


Writers’ Workshop-Mini Lesson-Writing-Authors’ Chair

Interactive Journals

Closure Process Inquiry Chart

Day 4:

Focus & Motivation Cognitive Content Dictionary with signal word Picture Dictionary Process Home/School Connection Review Narrative Input with Story Map Interest Piece

Guided Oral Practice Review Narrative Input with Word Cards & Conversation Bubbles Flexible Group Reading

-Cooperative Strip Paragraph Review (Struggling Readers)-Story Retell (Leveled ELD Group)

Team Tasks

Reading & Writing Learning Log Writers’ Workshop


Listen & Sketch

Closure Process Inquiry Chart Interactive Journals Home/School Connection

Day 5:

Focus & Motivation Cognitive Content Dictionary with signal word Picture Dictionary Process Home/School Connection Interest Piece


Reading & Writing Flexible Group Reading

-Clunkers & Links (At or Above Grade-Level Readers) Team Tasks Writers’ Workshop


Ear-to-Ear Reading with Poetry Booklet (Walk the Walls) Found Poem

Closure Process Inquiry Chart Team Task Sharing Team Jeopardy Game Unit Assessment Evaluate Week


NileBy Alicia Carter

The important thing about the Nile River is that it made civilization in Egypt possible.

Long ago, Egypt was divided into two main kingdoms: the Upper Kingdom, and the Lower Kingdom. The Upper Kingdom included a narrow strip of land that reached from the Libyan Desert to Abu-Simbel. It was called Upper Egypt because it included the land that was the source of the Nile River. Lower Egypt included the land from modern-day Cairo to the Nile River Delta, the area where the Nile River empties into the Mediterranean Sea. It was called Lower Egypt because it is where the Nile River ends. These two kingdoms were ruled by separate leaders and had different cultures, customs, and goals. Historians believe that the two kingdoms were unified in around 3000 BC by King Menes, the first Pharaoh of a unified Egypt.

But, the important thing about the Nile River is that it made civilization in Egypt possible.


All of Ancient Egypt’s civilization could be found in a thin area surrounding the Nile River. Few people lived or worked more than ten miles from the mighty river. There was such a difference in the lands near the river and those farther away that the Ancient Egyptians had different names for the two areas. The “Black Land” was the name of Egypt—those lands within the reach of the Nile where the waters made the soil rich and dark. The “Red Land” was the name of the hot, dry land farther away from the river.



Egyptians depended on the Nile River for nearly every aspect of their daily lives. Most obviously, the Nile provided water for people, animals, and plants. The river was also home to many fish and birds, important foods in the Egyptian diet. The Nile provided the Egyptians with a way to travel and transport goods. Many different kinds of boats were used for a variety of purposes, including trade with other civilizations. Irrigation canals could be used to water crops or to mover water further from the river to worksites or villages.



The Nile River was essential to agriculture, or farming. Every year, snow in the mountains of East Africa melted and rushed downstream, causing the Nile to overflow its banks. The summer rains on the coast and in Central Africa added to the flow of the swollen river. The river carried nutrient-rich soil to the drier land of Egypt and deposited the rich sediment, or silt, on the banks of the Nile. When the water receded, the silt was left behind, making the farmland rich for growing crops such as barley, figs, wheat, grapes, dates, pomegranates, and flax.




Egyptians from all levels of society lived and worked along the Nile. Pharaohs built their palaces, temples, and tombs along the banks of the river. Their royal boats could often be seen traveling in the waters of the Nile. Priests and Scribes kept important records on a kind of paper called papyrus, made from the papyrus plant that grew along the river.



The Nile River also affected the religion of Ancient Egypt. The Nile was so important to them that they felt the need to base their religious beliefs somewhat on the Nile. The Egyptians prayed for the floodwaters of the Nile, and even created a separate god for the Nile named Osiris. Egyptians knew that the sun rose in the East, supposedly symbolizing birth, and set in the West, symbolizing death. Because of this, all Ancient Egyptians are buried on the West Bank of the Nile, and the West Bank of the Nile became a symbol of the connection of life on earth and the afterlife.



The Nile provided other everyday uses for the Egyptian economy such as bricks for building homes and temples. The Nile also helped other craftsmen such as papyrus makers, clay makers, and jewelry makers. Miners and quarry workers used water as they cut the minerals and rocks from the earth. Laborers of every kind depended on the water of the Nile to make their jobs easier, more productive, and more beneficial to Egyptian civilization.



Today, the Nile River continues to be an important part of Egyptian culture and civilization. The Nile no longer floods as it did in ancient times. The Aswan Dam was built in 1963 to help control flooding, store water for times of drought, and provide hydroelectric energy. While the Nile has changed much in the years since the Ancient Egyptians lived on its banks, it continues to be an important part of the daily lives of many Egyptians.



N – I – L – E !

Listen! There’s a flood on the way.‘Cause the Nile‘s overflowing its banks.Inundation is the word that we sayWhen the waters get to rising.

We depend on the N – I – L – E.We depend on the N – I – L – E.We can use it for food,Fish and fowl love it too.There is so much the Nile can do.

Later, when the water recedes,Leaving soil, rich and dark for our seeds.Silt for planting all the crops we will need:Wheat, papyrus, figs, and barley.


Finally, harvest time has arrived.We will have all the things we need to survive.‘Cause the Nile gives us all that we need,Through its seasons and its cycles.


Alicia Carter, Summer 2005


Pyramid of Power MarchThe slaves are the backbone of the land, Hurrah! Hurrah!They labor all day in scorching sands, Hurrah! Hurrah!They’re debtors, and criminals, and prisoners of war,They do not have freedoms, their lives are hardAnd we need their skills so Egypt will grow and thrive.

The farmers and laborers work and toil, Hurrah! Hurrah!They care for the herds and tend the soil, Hurrah! Hurrah!They plant and harvest wheat, figs, and grapes,They care for the cattle, they fish, and they bake,And we need their skills so Egypt will grow and thrive.

The artisans make the things we need, Hurrah! Hurrah!These highly-skilled workers keep life going, Hurrah! Hurrah!These craftsmen are painters, and makers of things,Like papyrus, bricks, and gold jewelry,And we need their skills so Egypt will grow and thrive.

The government workers oversee, Hurrah! Hurrah!Collection of taxes and the treasury, Hurrah! Hurrah!The scribes keep the records, they write and they read,They serve as the teachers and in libraries,And we need their skills so Egypt will grow and thrive.

The priests are the link to the afterlife, Hurrah! Hurrah!They speak with the gods and sacrifice, Hurrah! Hurrah!They perform ceremonies and rituals,They prepare the dead for burial,And we need their skills so Egypt will grow and thrive.

The pharaoh is ruler of all the land, Hurrah! Hurrah!The people of Egypt are at his command, Hurrah! Hurrah!He’s part of a dynasty, proud and strong,We Egyptians worship him as a god,And we need his skills so Egypt will grow and thrive.

Alicia Carter, Summer 2005


Home-School Connection #1

Tell someone at home all about the job of an anthropologist. Ask what he or she wanted to be as a child growing up. Include sketches if you like.

Student Signature_______________________________________________________________

Parent Signature________________________________________________________________


Home-School Connection #2

Tell someone at home why the Nile River is important to Egypt. Ask them about an important river they know. Include sketches if you like.

Student Signature_______________________________________________________________

Parent Signature________________________________________________________________


Senwosret I

Senwosret I was the second king of the 12th Dynasty. His father, Amenemhet I, made

him go-regent after 20 years of rule alone, so when his father was murdered, Senwosret was

ready to take the throne by himself. Senwosret is known in history by many other names,

including Sesostris I and Senusret I. He married Queen Nefru and had a son, Amenemhet II.

Senwosret ruled for a period of about 34 years after his father’s death, from about 1945

through 1911 B.C. His rule was during a period of Egypt’s history where literature and

craftsmanship were at their best. It was a time of wealth in Egypt. Minerals, gold, and fine

jewelry were abundant. There is some record of a famine during his reign.

During his reign, Senwosret continued the expansion of Egypt into northern Nubia. He

also protected the Delta region and the Western Desert Oases from Libyan invasion. He also

changed the policy toward Syria by using diplomacy rather than expansion and control. Trading

caravans passed between Syria and Egypt, exchanging cedar and ivory for Egyptian goods. His

building projects included the embellishment of some major temples at Karnak, the founding of

the temple of Ipet sut, and the Temple of Heliopolis. He also had two massive obelisks (66 feet

tall) raised at Heliopolis. They would have weighed 121 tons each! They are the oldest standing

obelisks in Egypt. He also built a large pyramid at Lisht, just to the south of his father’s

pyramid.


Queen Hatshepsut

Hatshepsut was the fifth ruler of the 18th Dynasty in Ancient Egypt. She was the

daughter of Thutmose I and Queen Ahmose. As was common in Ancient Egyptian royal

families, she married her half-brother, Thutmose II. Her husband had a son by another wife (it

was very common for Ancient Egyptian pharaohs to have more than one wife). This son,

Thutmose III was appointed heir, or the next to rule, when his father died. However, Thutmose

III was too young to rule alone, and his aunt, Hatshepsut, was appointed regent. That meant that

she would rule with him until he was old enough to take over for himself.

Thutmose and Hatshepsut ruled jointly for about 6 years. At that time, Hatshepsut

declared herself pharaoh. She dressed in men’s attire and had many call her “His Majesty” as if

she were a man. She ruled as pharaoh with the support of the High Priest and other officials for

15 years. During her reign, she built many monuments, including her magnificent temple at Deir

el Bahari, parts of which still stand today. Hatshepsut disappeared in 1458 B.C. when her

nephew, Thutmose III led a revolt and reclaimed the throne for himself. He had her shrines,

statues, and reliefs vandalized.

Hatshepsut is the most powerful of all the known female rulers of Ancient Egypt. She

was the only woman to take on all of the titles of a pharaoh.


Tutankhamun

One of the most famous pharaohs of all time is King Tutankhamun, or King Tut as he is

often called. Very little is known about the life or reign of King Tut. He is famous for his

impact on archaeology rather than for his time as a pharaoh. King Tutankhamun ruled between

1334 and 1325 B.C. He was probably the 12th ruler of the 18th Dynasty. Tutankhamun’s father,

Akhenaten, was a bit of a rebel. He changed the religion of ancient Egypt from a polytheistic

one to a monotheistic one. This was not a very popular move, and when Tutankhamun inherited

the throne at the age of nine, his closest advisors helped him change the religion back to the old

one.

Tut was married at the age of nine to a girl named Ankhesenamun. He was too young to

rule alone, so he had advisors to help him. His two main advisors were Hormheb and Ay. They

probably made most of the decisions for the young King Tut.

During King Tutankhamun’s reign, he made many additions and improvements to the

temples at Karnak and Luxor, like columns, statues, and sphinxes. He also ordered the building

of a small temple at Memphis and one at Kawa. Little else is known about the rule of this boy

king. We do know that he died unexpectedly and at a very young age, probably between 17 and

19 years of age. There are many rumors about his death. Some say he was murdered, others say

that he was very ill. More recently, anthropologists believe that he may have died of an infection

from an injury. However he died, his tomb was full of riches and lay untouched in the Valley of

the Kings until archaeologist Howard Carter found it in 1922, still untouched by tomb robbers

and full of the treasures that come to mind when we think of the pharaohs and their pyramids.


Ramses the Great

Ramses II was the third king of the 19th Dynasty. Ramses was named co-ruler with his

father, Seti I, early in his life. He went with his father on journeys for trade and on military

campaigns. Ramses built a palace in Avaris with his father and made it the new capital of Egypt.

When Seti died in 1290 B.C., Ramses assumed the throne and began a series of wars against the

Syrians. One famous battle from these wars is inscribed on the walls of Ramses’ temple.

Ramses is known for his strong military actions and for his building accomplishments.

During his reign, many important buildings and monuments were completed, including two

temples at Abu Simbel, a hall at Karnak, the Colossus of Ramses at Memphis, a tomb at Thebes,

additions to the Luxor Temple, and the famous Ramesseum.

Ramses, like other Egyptian kings, had many wives. One of the most well known of his

wives was Nefertari, with whom it is believed he discussed many important matters. He also had

many children—more than 96 sons and 60 daughters! Ramses lived to be 96 years old. He was

originally buried in his tomb in the Valley of the Kings, but priests later moved his body and

took it to a holding area, then to a Royal Cache of mummies where he was buried with other

well-known pharaohs. All of this moving was to avoid tomb robbers, but much was stolen or

lost in all of the moving around.


Anc

ient

Egy

pt P

roce

ss G

ridIn

tere

stin

g Fa

cts

Influ

ence

on

arch

aeol

ogy

&

mod

ern

unde

rsta

ndin

g of

Eg

ypt

Tem

ples

and

M

onum

ents

Maj

or C

ontri

butio

ns

to A

ncie

nt E

gypt

Era/

Dyn

asty

Nam

e

Kin

g M

enes

Hat

shep

sut

Ram

ses

Sanw

osre

t

Tuta

nkha

mun


Anc

ient

Egy

pt P

roce

ss G

ridIn

tere

stin

g Fa

cts

also

cal

led

Nar

mer

Aha

som

e th

ink

he is

a le

gend

3500

B.C

. – E

gypt

“Tw

o La

nds”

: 2 m

ain

king

dom

s w

ith 2

sepa

rate

kin

gsEg

ypt w

as w

orld

’s fi

rst n

atio

n-st

ate;

last

ed 3

,000

ye

ars

2nd k

ing

of 1

2th D

ynas

tykn

own

by m

any

nam

es: S

esos

tris

I, Se

nusr

et I

mar

ried

quee

n N

efru

-had

son

, Am

enem

het I

I

rule

d fo

r 34

year

s dur

ing

time

of w

ealth

;

min

eral

s, go

ld, f

ine

jew

elry

abu

ndan

tlit

erat

ure/

craf

tsm

ansh

ip a

t bes

t

5th ru

ler o

f 18th

Dyn

asty

daug

hter

of T

hutm

ose

I & Q

ueen

Ahm

ose

appo

inte

d re

gent

; rul

ed w

ith

neph

ew T

hutm

ose

III f

or 6

yea

rs,

then

dec

lare

d he

rsel

f pha

raoh

12th ru

ler o

f 18th

Dyn

asty

his f

athe

r, A

khen

aten

was

a re

bel;

chan

ged

relig

ion

from

pol

ythe

istic

to m

onot

heis

ticin

herit

ed th

rone

at a

ge o

f 9di

ed u

nexp

ecte

dly

at a

ver

y yo

ung

age

(bet

wee

n 17

-19)

; som

e sa

y m

urde

red,

oth

ers s

ay il

l, no

w

belie

ve in

fect

ion

from

inju

ry

3rd k

ing

of 1

9th D

ynas

tyna

med

co-

rule

r with

fath

er S

eti I

assu

med

thro

ne in

129

0 B

.C. w

hen

fath

er d

ied

man

y w

ives

and

chi

ldre

n (9

6 so

ns &

60

daug

hter

s!)

lived

to b

e 96

yea

rs o

ld!

Influ

ence

on

arch

aeol

ogy

&

mod

ern

unde

rsta

ndin

g of

Eg

ypt

Uni

ficat

ion

of U

pper

and

Lo

wer

Egy

pt c

irca

3000

B.C

.

som

e re

cord

of f

amin

e du

ring

reig

n

two

obel

isks

at H

elio

polis

–

olde

st st

andi

ng o

belis

ks in

Eg

ypt

only

wom

an to

take

on

all t

itles

of

phar

aoh

parts

of t

empl

e at

Dei

r el

Bah

ari s

till s

tand

toda

y

tom

b w

as fu

ll of

rich

esla

y un

touc

hed

in V

alle

y of

the

Kin

gs u

ntil

1922

whe

n ar

chae

olog

ist H

owar

d C

arte

r fo

und

it

fam

ous b

attle

from

war

with

Sy

rians

insc

ribed

on

wal

ls o

f R

amse

s’ te

mpl

e

Tem

ples

and

Mon

umen

ts

Nar

mer

pal

ette

embe

llish

men

t of m

ajor

tem

ples

at

Kar

nak

foun

ding

of t

empl

e of

Ipet

sut &

te

mpl

e of

Hel

iopo

lis

two

obel

isks

at H

elio

polis

larg

e py

ram

id a

t Lis

ht

tem

ple

at D

eir e

l Bah

ari

man

y sh

rines

, sta

tues

, and

re

liefs

mad

e im

prov

emen

ts to

tem

ples

at K

arna

k &

Luxo

r; ad

ded

built

pal

ace

in A

varis

-mad

e it

new

cap

ital o

f Egy

pttw

o te

mpl

es a

t Abu

Sim

bel,

hall

at K

arna

k, C

olos

sus o

f R

amse

s at M

emph

is, t

omb

at

Theb

es, a

dditi

ons t

o Lu

xor

Tem

ple,

fam

ous R

ames

seum

Maj

or C

ontri

butio

ns to

A

ncie

nt E

gypt

man

y th

ink

of h

im a

s the

firs

t ph

arao

hki

ng o

f Upp

er E

gypt

star

ted

first

dyn

asty

cont

inue

d ex

pans

ion

of E

gypt

in

to n

orth

ern

Nub

iapr

otec

ted

Del

ta re

gion

and

W

este

rn D

eser

t Oas

es fr

om

Liby

an in

vasi

on

chan

ged

polic

y to

war

d Sy

ria:

dipl

omac

y in

stea

d of

exp

ansi

on

and

cont

rol

mos

t pow

erfu

l of a

ll th

e kn

own

fem

ale

rule

rs o

f Anc

ient

Egy

pt

help

ed c

hang

e re

ligio

n ba

ck to

po

lyth

eism

serie

s of w

ars a

gain

st th

e Sy

rians

Era/

Dyn

asty

1st d

ynas

ty

˜ 300

0 B

.C.

12th D

ynas

ty

1945

-191

1 B

.C.

18th D

ynas

ty

18th D

ynas

ty

1334

-132

5 B

.C.

19th D

ynas

ty

Nam

e

Kin

g M

enes

Sanw

osre

t

Que

en H

arsh

epsu

t

Tuta

nkha

mun

Ram

ses t

he G

reat


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