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Ancient Egypt

Ancient Egypt. Kimberly Thomas ITC 525 Summer 1 2011. Let’s Get Started. Passport Be Careful Location Mummies. Pyramids Hieroglyphics King Tut Mission. Credits/Resources. Open Up Your Passport. Time to get it stamped!. You are ready to begin!. You are now entering…. Ancient Egypt.

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Ancient Egypt

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  1. Ancient Egypt Kimberly Thomas ITC 525 Summer 1 2011

  2. Let’s Get Started Passport Be Careful Location Mummies Pyramids Hieroglyphics King Tut Mission Credits/Resources

  3. Open Up Your Passport Time to get it stamped!

  4. You are ready to begin!

  5. You are now entering… Ancient Egypt Remember that when you enter a new country you must follow their rules or you may find yourself in trouble. Follow these rules and you should be fine: Do not give out personal information Never meet up with anyone you don’t already know Don’t download without permission Be careful what you post (including pictures) Never share passwords or pin numbers If anything makes you uncomfortable, report it! How to be Safe

  6. Where are we? • You have traveled back in time to a land in Africa which we call Egypt. • There is one river that you rely on- the Nile River. • The Egyptians called the land; black land and red land. • Black land had rich fertile soil and was close to the Nile River. Here farming could occur. • Red land was in the barren desert where you could find precious metals. Discussion: Would you rather live in the black land or the red land?

  7. Quick Question Work with your tables to come up with your answer.

  8. Which land has fertile soil that can be farmed? A. The green land B. The yellow land C. The black land D. The red land

  9. Correct! • The black land is the land close to the Nile that can be farmed.

  10. Try Again! Look back in the PowerPoint or visit this website to help you answer this question. You can do it! Do not give up!

  11. Mummification Did you know? The afterlife was more important then your living life? Egyptians believed when someone died, they went to the afterlife. Mummification is the process of preserving dead bodies. Click Here First remove the brain and organs. Wrap the body in linens and put it in a sarcophagus. Next, put the important organs in canopic jars. Take away the salt and fill the body with preservatives to embalm it. Then cover the body and fill it with salt for 40 days.

  12. Watch a mummification But what now?

  13. Information Station Work with your tables to come up with your answers.

  14. The Afterlife was a punishment in Ancient Egypt. True False

  15. Correct! The Ancient Egyptians believed the Afterlife was more important then the life they were living. In death they would be honored.

  16. Incorrect The Ancient Egyptians could not wait for the Afterlife. They felt they only lived on Earth as a test for their Afterlife. The Afterlife was very important in their culture.

  17. Out of the following choices, which comes first in the mummification process? Wrap the body in linens Place the body in a sarcophagus Fill the body with salt for 40 days Fill the body with preservatives

  18. Fantastic! After removing the brains and the internal organs, important organs are placed in canopic jars. (The heart is left in the body.) Then the body is filled with salt for 40 days to let it dry out! The rest follows!

  19. Keep Thinking! Remember, it may not be the very first step in the mummification process. Hint: What comes after they put important organs in canopic jars?

  20. Pyramids • After the mummification process is finished, they are transferred to their pyramids. • Pharaohs, rulers of Egypt, would start building pyramids at the start of their reign. • Pyramids were also built when important babies were born. Discuss with your tables who we would build pyramids for today.

  21. Height Comparisons Twin Towers 1727 Feet High 110 Stories Pyramid of Giza Eiffel Tower 1063 Feet High 108 Stories 446 Feet High 40 Stories

  22. Width Each side of a pyramid is about 10 football fields long!

  23. Building the Pyramids Building pyramids took years and was very dangerous. One block could weigh 2 tons or 4,000 pounds Builders felt honored to work on pyramids for their pharaohs. But they could die if a block fell on them during construction. Walrus There were no forklifts or cranes. They had to use ramps and their own strength. Or Half of a car Can you build a pyramid?

  24. Inside the Pyramids Pyramids had different chambers/rooms within them. Some contained fake rooms and traps to protect from thieves. Rooms had items that the deceased would need for their afterlife. Click on the picture to explore a tomb on your own. Watch a video on the tombs of Ancient Egypt

  25. Quick Question Work with your tables to come up with your answer.

  26. Which statement is true? Building pyramids took a few weeks. Pyramids were never broke into. Life for a pyramid builder was easy. Pyramids were built for those who were important.

  27. Great Job! If you were important, a pyramid would be built in your honor for you to spend the Afterlife in. Pyramid builders had hard lives that were dangerous. Pyramids took years to build! Pyramids were built with tricks and traps because they knew grave robbers would try to come steal items placed in the tombs

  28. Try Again! Pyramids took years to build!

  29. Try Again! Traps, fake rooms and tricks were built into pyramids because builders knew grave robbers would try to come take items from the tombs.

  30. Try Again! Lives of pyramid builders were long, tiring and dangerous. They worked from sunrise to sunset with little breaks. They had to use their own strength and devise ways to get blocks into their proper places. *But remember it was an honor to help build a pyramid for your pharaoh.

  31. Hieroglyphics • How do we know all of this is true? • The Egyptians had their own form of writing called hieroglyphics. It is formed by symbols which represent sounds and can be combined to create words. • They wrote things down just like you and I on pieces of paper. Except only government officials and priests knew how to read and write using hieroglyphics. • Their paper was called papyrus.

  32. Please Figure Out What This Says Use The Chart In The Middle

  33. It said…. Do you understand?

  34. Quick Quiz Work with your tables to come up with your answer.

  35. Would you have been able to read and write hieroglyphics? Yes No

  36. Correct! As of right now, you would not be able to read or write hieroglyphics. If you became a government official or a priest you would learn how to read and write.

  37. Oops! At this point in time, no one in this class would be able to read or write hieroglyphics. It was reserved only for government officials and priests. If you were lucky enough to work in one of these two areas you would learn how to.

  38. King Tut

  39. The Boy Pharaoh King Tutankhamun is the most famous pharaoh to be found in the Valley of the Kings. King Tut became pharaoh at the age of 9- What were you doing when you were nine? He died when he was 18 years old. His tomb contained many fake rooms and was almost completely intact when it was discovered in 1922. Many mysteries surround his reign, his death and his tomb. Did you know? King Tutankhaumun changed his name from Tutankhauten because of growing support for the old god Amun. Fast Fact: About 20 people who opened King Tut’s tomb died mysterious deaths.

  40. Do you know the correct age? Work with your tables to come up with your answer.

  41. At what age did King Tut become Pharaoh? 9 7 11 13

  42. Correct! At the age of 9, King Tut was named pharaoh of all of Egypt. He would have a short life to live and many mysteries surrounded his life and death.

  43. Nice Try King Tut was young, but that was not the right age when he was named Pharaoh for all of Egypt. Click on King Tut’s Mask to find more information on his life and when he was named Pharaoh.

  44. WebQuest Opportunity Enter this WebQuest if desired and complete the missions!

  45. Exploration Time! Your mission if you choose to accept it (which you must), is to research a Pharaoh, one of his relations, or a god from Ancient Egypt. After researching, create a presentation for the class. It may be, but is not limited to, a PowerPoint, a brochure, a Garageband production, or a newspaper article or obituary. Be creative and have fun. Rubrics and directions will be passed out shortly. Now that you have reviewed and learned about Ancient Egypt, it is time for you to explore on your own. Remember that you are in a “different country” and need to follow their rules. Your mission is explained on the piece of papyrus on the right.

  46. Credits/Resources • http://www.bbc.co.uk/history/interactive/games/pyramid_challenge/index.shtml • http://www.metmuseum.org/explore/perneb_tomb/index.html • http://www.talkingpyramids.com/ancient-egyptian-games-online/ • http://www.king-tut.org.uk/life-of-king-tut/ • http://www.discoveringegypt.com/hieroglyphic-typewriter.html • http://egypt.mrdonn.org/pyramids.html • http://www.kingtutone.com/ • http://www.ancientegypt.co.uk/menu.html • http://www.historyforkids.org/learn/egypt/ • http://www.bbc.co.uk/history/ancient/egyptians/ • http://www.ancient-egypt-online.com/ancient-egyptian-pharaohs.html • http://www.woodlands-junior.kent.sch.uk/Homework/egypt/mummies.htm • http://schools.tdsb.on.ca/silverthornjps/egypt/index.htm • http://www.ancientegypt.co.uk/geography/home.html • http://www.ancientegypt.co.uk/mummies/home.html • http://video.nationalgeographic.com/video/player/places/countries-places/egypt/tombs-of-ancient-egypt.html • http://www.youtube.com/watch?v=-MQ5dL9cQX0 • http://www.dia.org/education/egypt-teachers/index.html • http://www.teachers.ash.org.au/jmresources/egypt/links.html • http://www.atozteacherstuff.com/Themes/Egypt/ • http://clarethewitch.blogspot.com/p/ancient-egypt-clil-project.html • Glubok, S. (1968). Discovering tut-ankh-amen's tomb. New York, NY: Macmillan Publishing Company. • Haslam, A. (1995). Make it Work! ancient egypt. Chicago, IL: Two-can Publishing. • Honan, L. (1999). Spend the day in ancient egypt. New York, NY: John Wiley & Sons Inc. • Malam, J. (2003). Mummies. Boston, MA: Kingfisher Publications. • Wassynger, R. (1996). Ancient egypt. New York, NY: Scholastic Professional Books. • Wyma, B. (1992). Ancient egypt: literature based activities for thematic teaching. Cypress, CA: Creative Teaching Press.

  47. Standards • ISTE NETS Standards (Students): • Creativity and Innovation • A. Apply existing knowledge to generate new ideas, products, or processes • B. Create original works as a means of personal or group expression • C. use models and simulations to explore complex systems and issues. • Identify trends and forecast possibilities • Communication and Collaboration • Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: • A. Interact, collaborate and publish with peers, experts and others employing a variety of digital environments and media • B. Communicate information and ideas effectively to multiple audiences using a variety of media and formats • C. Develop cultural understanding and global awareness by engaging with learning of other cultures. • Contribute to project teams to produce original works or solve problems PDE Standards: 1.1.6.D: Demonstrate comprehension/understanding before reading, during reading, and after reading on grade level texts through strategies such as summarizing, note taking, extending ideas from text, comparing and contrasting texts, determining fact from opinion, and suppressing assertions about text with evidence from text. 8.4.6.A: Explain the social, political, cultural, and economic contributions of individuals and groups to world history. 8.4.6.B: Identify and explain the importance of historical documents, artifacts, and sites which are critical to world history.

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