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Ancient Egypt

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  1. Ancient Egypt 6th Grade Colorado University Mrs. Anker

  2. 4-1: The Nile River Valley

  3. Anticipatory Set • A Greek historian once called Egypt “the gift of the Nile.” The people of ancient Egypt would have agreed. All life in Egypt depended on this river. • What do we depend on in the United States?

  4. Standards • H-SS 6.2.1 Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations. • E-LA Reading 6.1.4 Monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning.

  5. Objective • You will follow the journey of the Nile from its source to the sea. • You will also see how the Nile supported permanent settlements in the middle of a desert.

  6. Language of the Discipline • cataract • interior • delta • double-crop • Menes

  7. The ‘Gift of the Gods’

  8. The ‘Gift of the Gods’ • The Nile River was the lifeblood of Egyptians

  9. The ‘Gift of the Gods’ • The Nile River was the lifeblood of Egyptians • The Nile River is the longest river – 3500 miles

  10. The ‘Gift of the Gods’ • The Nile River was the lifeblood of Egyptians • The Nile River is the longest river – 3500 miles • Unique because it flows from South to North

  11. The ‘Gift of the Gods’ • The Nile River was the lifeblood of Egyptians • The Nile River is the longest river – 3500 miles • Unique because it flows from South to North • Unique features • White Nile and Blue Nile

  12. Two Separate Lands

  13. Two Separate Lands • Upper Egypt • Upstream from the Mediterranean Sea

  14. Two Separate Lands • Upper Egypt • Upstream from the Mediterranean Sea • Lower Egypt • Right below the Mediterranean Sea

  15. Two Separate Lands • Upper Egypt • Upstream from the Mediterranean Sea • Lower Egypt • Right below the Mediterranean Sea • Black Land • Fertile soil used for farming

  16. Two Separate Lands • Upper Egypt • Upstream from the Mediterranean Sea • Lower Egypt • Right below the Mediterranean Sea • Black Land • Fertile soil used for farming • Red Land • Dry, unusable land

  17. Check for Understanding • Please determine the BEST answer for the following question. • Please write your answer on your white boards and wait for the teacher’s signal. • On the teacher’s signal, hold up your white boards.

  18. Checking for Understanding • A __________ is an area of soil deposited at the mouth of a river • Answer • Delta

  19. Checking for Understanding • What does it mean to double-crop? • Answer • Farmers could raise two crops on the same land within a year

  20. Checking forUnderstanding • Why was King Menes so important? • Answer • He united the upper and lower kingdoms under one ruler

  21. Guided Practice/Independent Practice • Guided Practice • Complete questions 1 - 2 on the reading comprehension worksheet. • Raise your hand and wait to get stamped. • If you received an “R” go to the back table with Ms. Graham. • Independent Practice • Once you have been stamped moved to independent practice and complete numbers 3and 4on the reading comprehension worksheet. • Homework • Note-taking guide on the reverse side.

  22. Ancient Egypt 6th Grade ColoradoUniversity Mrs. Anker

  23. 4-2: Egypt Under the Pharaohs

  24. Anticipatory Set • You have read about leaders with armies strong enough to conquer Mesopotamia’s city-states. But the leaders were not able to unite those city-states into a lasting empire. • What unites the students and the teachers here at OPA?

  25. Standards • H-SS 6.2.3Understand the relationship between religion and the social and political order in Mesopotamia and Egypt. • H-SS 6.2.7Understand the significance of Queen Hatshepsut and Ramses the Great. • E-LA Reading 6.1.4 Monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning.

  26. Objective • You will see how the rulers who united Egypt solved a similar problem.

  27. Language of the Discipline • authority • pharaoh • ritual • artisan • Hatshepsut • Ramses II

  28. Egyptian Rule

  29. Egyptian Rule • Early Egyptian civilization lasted longer than any other society in the region

  30. Egyptian Rule • Early Egyptian civilization lasted longer than any other society in the region • 25 dynasties from old, middle, and new kingdoms • Under the Kush kingdom, the 25th dynasty was established

  31. The God-King

  32. The God-King • Pharaohs based authority on religion • Believed in life after death

  33. The God-King • Pharaohs based authority on religion • Believed in life after death • Pharaohs also provided a government • Social order/ classes were established

  34. The God-King • Pharaohs based authority on religion • Believed in life after death • Pharaohs also provided a government • Social order/ classes were established • Queen Hatshepsut • Expanded through trade

  35. The God-King • Pharaohs based authority on religion • Believed in life after death • Pharaohs also provided a government • Social order/ classes were established • Queen Hatshepsut • Expanded through trade • Ramses II • Expanded through war

  36. Check for Understanding • Please determine the BEST answer for the following question. • Please write your answer on your white boards and wait for the teacher’s signal. • On the teacher’s signal, hold up your white boards.

  37. Checking for Understanding • _______________ are skilled workers who practice a trait or handicraft • Answer • Artisans

  38. Checking for Understanding • What did the Egyptians believe their gods did? • Answer • The Egyptians believed their gods controlled everything that happened on Earth.

  39. Checking forUnderstanding • Write down the Egyptian social order from highest to lowest • Answer • Pharaoh • Nobles, priests, and officials • Scribes • Merchants and artisans • Farmers, servants, and slaves

  40. Guided Practice/Independent Practice • Guided Practice • Complete questions 1 - 2 on the reading comprehension worksheet. • Raise your hand and wait to get stamped. • If you received an “R” go to the back table with Ms. Graham. • Independent Practice • Once you have been stamped moved to independent practice and complete numbers 3and 4on the reading comprehension worksheet. • Homework • Note-taking guide on the reverse side.

  41. Ancient Egypt 6th Grade Louisiana State University Ms. Graham

  42. 4-3: Egypt and Nubia

  43. Anticipatory Set • What does it mean to trade? • What products do you believe we trade in the United States with other countries?

  44. Standards • H-SS 6.2.6Describe the role of Egyptian trade in the eastern Mediterranean and Nile valley. • H-SS 6.2.8Identify the location of the Kush civilization and describe its political, commercial, and cultural relations with Egypt. • E-LA Reading 6.1.4 Monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning.

  45. Objective • You will read about the Kush, or Nubian, civilization. • You will also learn about the relationship between Nubia and its neighbor, Egypt.

  46. Language of the Discipline • commerce • luxury goods • expedition • Snefru • tribute • Piye

  47. Trade

  48. Trade • Trade brought Egypt and Nubia together • All goods brought into Egypt belonged to the Pharaoh

  49. Trade • Trade brought Egypt and Nubia together • All goods brought into Egypt belonged to the Pharaoh • Trade within Egypt by using the Nile River • Nubia a.k.a. Kush • People known as Nubians