Project GLAD



Project GLAD

Ancient Egypt: Gift of the Nile

Level 6

Idea 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 Egypt

6.2.1-locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations

6.2.2-trace the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and power

6.2.3-understand the relationship between religion and the social and political order in Egypt

6.2.5-discuss the major features of Egyptian art and architecture

6.2.6-describe the role of Egyptian trade in the eastern Mediterranean and Nile valley

6.2.7-understand the significance of Queen Hatshepsut and Ramses the Great

6.2.8-identify the location of the Kush civilization and describe its political, commercial, and cultural relations with Egypt

6.2.9-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 sediment

2a-water running downhill is the dominant process in shaping the landscape

2b-rivers and streams are dynamic systems that erode, transport sediment, change course, and flood their banks in natural and recurring patterns

2d-floods change human and wildlife habitats

3a-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 expression

1.2- Identify and interpret figurative language and words with multiple meanings

2.0- 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 purpose

2.2- 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 topics

2.4- Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports

3.0- 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 works

3.1- 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 conflict

3.3- Analyze the influence of setting on the problem and its resolution

3.5- 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 images

3.7- Explain the effects of common literary devices (e.g., symbolism, imagery, metaphor) in a variety of fictional and nonfictional texts

3.8- 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 compositions

1.2a- Engage the interest of the reader and state a clear purpose

1.2b-Develop the topic with supporting details and precise verbs, nouns, and adjectives to paint a visual image in the mind of the reader

1.2c- Conclude with a detailed summary linked to the purpose of the composition

1.5- 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 purpose

2.2b- Explain the situation

2.2c- Follow an organizational pattern appropriate to the type of composition

2.2d- Offer persuasive evidence to validate arguments and conclusions as needed

Written and Oral Language Conventions

1.1- Use simple, compound, and compound-complex sentences

1.3- Use colons after the salutation in business letters, semicolons to connect independent clauses, and commas when linking two clauses with a conjunction in compound sentences

1.4- Use correct capitalization

1.5- 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 communication

1.6- 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 |LRA= Literary |WA= Word Analysis |W= Writing |

| | |& Vocabulary Dev. |Response & Analysis | | |

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 sentences

LS- Independently use common social greetings and simple repetitive phrases

RC- Read and orally respond to simple text by answering factual comprehension questions using key words or phrases

RC- Understand and follow simple, multistep, oral directions of classroom or work-related activities

RC- Orally identify main ideas and some details of familiar texts using key words or phrases

RC- Use pictures, lists, charts, and tables to identify the factual components of compare/contrast patterns in informational materials

RF/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 settings

RF/VD- Create a simple dictionary

RF/VD- Retell stories using phrases and sentences

RF/VD- Communicate basic needs using vocabulary

LRA-Orally respond to simple literary tests by answering factual comprehension questions using one- or two-word responses

LRA- Orally identify different characters and settings in simple literary texts using words or phrases

LRA- Use pictures, lists, charts, and tables to identify the sequence of events from simple literary texts

LRA- Recite simple poems

WA- Recognize and pronounce most English phonemes while reading aloud

WA- Recognize most common English morphemes in phrases and simple sentences

W- Organize and record information from selected literature and content areas by displaying it on pictures, lists, charts, and tables

W- Create simple sentences or phrases with some assistance

W- Write a brief narrative by using a few simple sentences that include the setting and some details

W- Use the writing process to write brief narratives and stories with a few standard grammatical forms

W- 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 grammar

LS- Ask and answer questions using phrases or simple sentences

LS- Restate and execute multistep directions

LS- Restate the main idea of oral presentations of subject matter content using simple sentences

LS- Orally communicate basic needs

LS- Prepare and deliver short oral presentations

RC- Read and orally respond to simple literary texts and texts in content areas by answering factual comprehension questions using simple sentences

RC- Read and orally identify main ideas and details of informational materials

RC- Orally identify the factual components of simple informational materials using key words or phrases

RF/VD- Use knowledge of literature and content areas to understand unknown words

RF/VD- Read simple paragraphs and passages independently

RF/VD- Self-corrects when speaking and reading out loud

RF/VD- Read own writing of narrative and expository text aloud with appropriate pacing, intonation, and expression

RF/VD- Use a standard dictionary to find the meaning of known vocabulary

LRA- 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 sentences

LRA- Read and orally identify the speaker or narrator in a selection

LRA- Identify the difference between first and third person using simple sentences

LRA-Orally describe a character in a brief literary text by identifying the thoughts and actions of the character using simple sentences

WA- Produce most English phonemes comprehensibly, while orally reading their own writing, simple sentences, or texts

WA-Use common English morphemes in oral and silent reading

WA- Recognize obvious cognates in phrases, simple sentences, literature and content-area texts

W- Write simple sentences of brief responses to selected literature to show factual understanding of the text

W- Use common verbs, nouns, and high-frequency modifiers in writing simple sentences

W- Create a draft of a paragraph by following an outline

W- 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 sentences

W- Collect information from various sources and take notes on a given topic

W- 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 message

LS- Listen attentively to stories/information and identify key details and concepts using both verbal and non-verbal responses

LS- Be understood when speaking with fairly consistent grammar

LS- Actively participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information

LS- Prepare and deliver short presentations

RC- Read and use detailed sentences to orally respond to literature by answering factual questions

RC- Read and use detailed sentences to orally explain main ideas and details of informational, literary, and text materials in content areas

RF/VD- Use a standard dictionary to determine meanings of unknown words

RF/VD- Recognize simple idioms, analogies, figures of speech, and metaphors in literature and texts in content areas

RF/VD- Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloud

RF/VD- Use decoding skills and knowledge of vocabulary, both academic and social, to read independently

RF/VD- Recognize that words sometimes have multiple meanings

LRA- Use expanded vocabulary, descriptive words, and paraphrasing for oral and written response to familiar literary texts

LRA- Read and use detailed sentences to orally respond to factual comprehension questions from short stories, novels, and essays

LRA- Apply knowledge of language to analyze and derive meaning and comprehension from literary texts

WA- Apply knowledge of common English morphemes in oral and silent reading to derive meaning from literature and texts in content areas

WA- Identify cognates and false cognates in literature and texts in content areas

W- Narrate a sequence of events and communicate their significance to the audience

W- Write brief expository compositions (e.g., descriptions, compare/contrast, problem/solution) that include a thesis and some points of support

W- Develop a clear purpose in a short essay by appropriately using rhetorical devices of quotations and facts

W- Write responses to selected literature that exhibit understanding of the text, using detailed sentences and transitions

W- 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 details

W- 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 details

LS- Retell stories in greater detail, including characters, setting, plot, summary, and supporting details

LS- Be understood when speaking using consistent standard English grammatical forms, sounds, intonation, pitch, and modulation with some random errors

LS- Actively participate and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions, restating, and soliciting information

LS- Recognize appropriate ways of speaking that vary based on purpose, audience, and subject matter

LS- Respond to messages by asking questions, challenging statements, or offering examples that affirm the message

LS- Use idioms and figurative language

RC- Identify and explain the main ideas and critical details of informational materials, literary text, and text in content areas

RF/VD- Use knowledge of English morphemes, phonics, and syntax to decode and interpret the meaning of unfamiliar words

RF/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 words

RF/VD- Use decoding skills and knowledge of academic and social vocabulary to achieve independent reading

RF/VD- Use idioms, analogies, and metaphors in literature and texts in content areas

RF/VD- Read increasingly complex narrative and expository texts aloud with appropriate pacing, intonation, and expression

LRA- Identify literary devices such as narrative voice, symbolism, dialect, and irony

LRA- Describe the author’s point of view in literary text using detailed sentences

LRA- Read and orally describe the literary elements of plot, setting, and characters using detailed sentences

WA- Apply knowledge of word relationships, such as roots and affixes, to derive meaning from literature and texts in content areas

WA- Distinguish between cognates and false cognates in literature and texts in content areas

W- Write in different genres (e.g., short stories and narratives), including coherent plot development, characterization, and setting

W- Develop a clear thesis and support it by using analogies, quotations, and facts appropriately

W- 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 details

LS- Demonstrate understanding of figurative language and idiomatic expressions by responding to and using such expressions appropriately

LS- Negotiate and initiate social conversations by questioning, restating, soliciting information, and paraphrasing

LS- Prepare and deliver reports that include purpose, point of view, introduction, transitions, and conclusions

LS- Speak clearly and comprehensibly using standard English grammatical forms, sounds, intonation, pitch, and modulation

RC- Identify and explain the main ideas and critical details of informational materials, literary text, and text in content areas

RF/VD- Use words appropriately that sometimes have multiple meanings and apply this knowledge consistently to literature and texts in content areas

RF/VD- Apply knowledge of academic and social vocabulary to achieve independent reading

RF/VD- Use common idioms and some analogies and metaphors

RF/VD- Use a standard dictionary to determine meaning of unknown words

LRA- Analyze setting and its influence on the meaning and conflict of a literary text

LRA- Identify and describe literary elements and techniques such as figurative language, imagery, and symbolism

LRA- 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 areas

WA- Apply knowledge of cognates and false cognates to derive meaning from literature and texts in content areas

W- Produce writing by using various elements of discourse (e.g., purpose, speaker, audience, form) in narrative, expository, persuasive, and/or descriptive writing

W- Use appropriate language variations and genres in writing for Language Arts and other areas

W- Write responses to literature that develop interpretations, exhibit careful reading, and cite specific parts of the text

VIII. Math & Other Skills (6th Grade)

Number Sense

2.1 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 = πd - 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 Geometry

1.3 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 |Dynasty |

|Anthropologist |Afterlife |

|Pharaoh |Embalm |

|Hieroglyphics |Mummy |

|unification |Obelisk |

|Regent |Architecture |

|Erosion |Polytheistic |

|Agriculture |Scarab |

|Caste |Temple |

|Cataracts |Tomb |

|Delta |Archeologist |

|Papyrus |Ziggurat |

X. Resources and Materials (6th Grade)

• Teacher

o Harcourt Brace 6th Grade Social Studies Textbook

o Tut-ankh-amun and His Friends -Cyril Aldred

o Egypt: People, Gods, Pharaohs - Rose Marie Hagen & Rainer Hagen

o Ancient Egypt: Life, Myth, and Art - Joann Fletcher

o The River Nile - Bruce Bander

o Masterpieces of Tutankhamun - David P. Silverman

o Our Global Village: Egypt - Judy M. Hagene

o Make it Work! Ancient Egypt - Andrew Haslam & Alexandra Parsons

o The Way to Eternity: Egyptian Myth - Fergus Fleming

o The Gold of the Pharaohs - Henry Stierlin

o The Age of God-Kings - Time Life Editors

o Lost Civilizations: Egypt-Land of the Pharaohs - Time Life Editors

• Fiction

o Egyptian Legends and Stories - M.V. Seton-Williams

o Mummies in the Morning - Mary Pope Osborne

o The Egypt Game - Zilpha Keatley Snyder

o Ms. Frizzle’s Adventures: Ancient Egypt - Joanna Cole & Bruce Degen

• Nonfiction

o Secrets of the Sphinx - James Cross Giblin

o Valley of the Golden Mummies - Joan Holub

o Usborne’s Internet Linked Mummies and Pyramids - Sam Taplin

o Pyramids & Mummies - Seymour Simon

o Mummies and Pyramids - Will and Mary Osborne

o Postcards from Egypt - Helen Arnold

o Mummies Unwrapped! - Kimberly Weinberger

o Civilizations Past to Present: Egypt - Kevin Supples

o Egypt - Stephen Krensky

o Kingfisher Knowledge: Mummies - John Malam

o National Geographic Treasures of Egypt - National Geographic Editors

o Treasures of Tutankhamun - Editor Katherine Stoddert Gilbert

o Ancient Egypt - Robert Nicholson and Claire Watts

o In Search of Tutankhamun: The Discovery of a King’s Tomb - Gill Harvey

o Mummies, Tombs, and Treasure: Secrets of Ancient Egypt - Gill Harvey

o Egyptian Pyramid - James Putnam

o The Egyptian News - Scott Steedman

• Poetry

o Voices of Ancient Egypt - Kay Winters

o Who Build the Pyramids? - Meredith Hooper

• Technology

o Ancient Egyptian Monuments –

o British Museum- ancientegypt.co.uk

o Mummy Discoveries in Egypt: News –

o Egyptian Museum –

o The Brooklyn Museum Egyptian Art Collection –

o National Geographic’s “How to Make a Mummy”-

o Usborne’s Mummies & Pyramids Internet Links –

• Other

o San Jose Egyptian Museum (Field Trip)

o Ancient Artifacts (Presentation Program)

o The Prince of Egypt (movie)

Project GLAD

Ancient Egypt: Gift of the Nile

Level 6

Unit 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

Project GLAD

Ancient Egypt: Gift of the Nile

Level 6

Sample 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

-Mini Lesson

-Writing

-Authors’ Chair

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

-Mini Lesson

-Writing

-Authors’ Chair

• 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

Nile

By 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.

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.

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

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

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.

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

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

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.

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

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

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.

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

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

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.

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

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

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.

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

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

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.

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

[pic]

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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 say

When 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.

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.

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.

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.

Alicia Carter, Summer 2005

Pyramid of Power March

The 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 hard

And 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.

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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.

|Ancient Egypt |Interesting Facts | | | | | |

|Process Grid | | | | | | |

| |Influence on | | | | | |

| |archaeology & modern| | | | | |

| |understanding of | | | | | |

| |Egypt | | | | | |

| |Temples and | | | | | |

| |Monuments | | | | | |

| |Major Contributions | | | | | |

| |to Ancient Egypt | | | | | |

| |Era/Dynasty | | | | | |

| |Name |King Menes |Hatshepsut |Ramses |Sanwosret |Tutankhamun |

|Ancient Egypt |Interesti|also called |2nd king of 12th Dynasty |5th ruler of 18th Dynasty |12th ruler of 18th |3rd king of 19th |

|Process Grid |ng Facts |Narmer Aha |known by many names: |daughter of Thutmose I & Queen|Dynasty |Dynasty |

| | |some think he is |Sesostris I, Senusret I |Ahmose |his father, |named co-ruler with|

| | |a legend |married queen Nefru-had |appointed regent; ruled with |Akhenaten was a |father Seti I |

| | |3500 B.C. – Egypt|son, Amenemhet II |nephew Thutmose III for 6 |rebel; changed |assumed throne in |

| | |“Two Lands”: 2 |ruled for 34 years during |years, then declared herself |religion from |1290 B.C. when |

| | |main kingdoms |time of wealth; |pharaoh |polytheistic to |father died |

| | |with 2 separate |minerals, gold, fine |dressed in men’s attire |monotheistic |many wives and |

| | |kings |jewelry abundant |had many call her “His |inherited throne at |children (96 sons &|

| | |Egypt was world’s|literature/craftsmanship |Majesty” |age of 9 |60 daughters!) |

| | |first |at best |ruled for 15 years |died unexpectedly at|lived to be 96 |

| | |nation-state; | |disappeared in 1458 B.C. |a very young age |years old! |

| | |lasted 3,000 | | |(between 17-19); | |

| | |years | | |some say murdered, | |

| | | | | |others say ill, now | |

| | | | | |believe infection | |

| | | | | |from injury | |

| |Influence|Unification of |some record of famine |only woman to take on all |tomb was full of |famous battle from |

| |on |Upper and Lower |during reign |titles of pharaoh |riches |war with Syrians |

| |archaeolo|Egypt circa 3000 | | |lay untouched in |inscribed on walls |

| |gy & |B.C. |two obelisks at Heliopolis|parts of temple at Deir el |Valley of the Kings |of Ramses’ temple |

| |modern | |– oldest standing obelisks|Bahari still stand today |until 1922 when | |

| |understan| |in Egypt | |archaeologist Howard| |

| |ding of | | | |Carter found it | |

| |Egypt | | | | | |

| |Temples |Narmer palette |embellishment of major |temple at Deir el Bahari |made improvements to|built palace in |

| |and | |temples at Karnak |many shrines, statues, and |temples at Karnak & |Avaris-made it new |

| |Monuments| |founding of temple of Ipet|reliefs |Luxor; added |capital of Egypt |

| | | |sut & temple of Heliopolis| |columns, statues, & |two temples at Abu |

| | | |two obelisks at Heliopolis| |sphinxes |Simbel, hall at |

| | | |large pyramid at Lisht | |built small temples |Karnak, Colossus of|

| | | | | |at Memphis and Kawa |Ramses at Memphis, |

| | | | | | |tomb at Thebes, |

| | | | | | |additions to Luxor |

| | | | | | |Temple, famous |

| | | | | | |Ramesseum |

| |Major |many think of him|continued expansion of |most powerful of all the known|helped change |series of wars |

| |Contribut|as the first |Egypt into northern Nubia |female rulers of Ancient Egypt|religion back to |against the Syrians|

| |ions to |pharaoh |protected Delta region and| |polytheism | |

| |Ancient |king of Upper |Western Desert Oases from | | | |

| |Egypt |Egypt |Libyan invasion | | | |

| | |started first |changed policy toward | | | |

| | |dynasty |Syria: diplomacy instead | | | |

| | | |of expansion and control | | | |

| | | |trade between Syria and | | | |

| | | |Egypt | | | |

| |Era/Dynas| |12th Dynasty | | | |

| |ty |1st dynasty | |18th Dynasty |18th Dynasty |19th Dynasty |

| | | |1945-1911 B.C. | | | |

| | |˜ 3000 B.C. | | |1334-1325 B.C. | |

| | | | | | | |

| |Name |King Menes |Sanwosret |Queen Harshepsut |Tutankhamun |Ramses the Great |

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