Ancient Egypt

Lessons 3-4

The Big Picture

• Egyptians weren’t the only culture developing and growing. Europe developed islands and peninsulas in the north, Africa learned to survive in the desert of the Sahara to the west, Asia formed communities in what is now known as: Israel, Jordan, Lebanon, Syria, and Iraq in the east, and to the south- kingdoms of Nubia were thriving due to gold mines and trade networks. Why did this type of movement shape development in these cultures? You have 5-7 seconds to come up with an answer.

Egypt and Other Cultures

Egypt

European development

Asian growth

Kingdoms of Nubia

Africans in the Saraha

The Big Picture cont.

• Answer: each culture had different resources, products, and ideas to exchange. Each area had an effect on each other.

• Look at R10 to • to see these • areas.

• Refer to pgs. R36-R37. Notice what is happening in other areas during the same time period.

New Rulers in Egypt

With the fall of the Old Kingdom, we enter a time

period from 2100 B.C.-1700B.C. –the Middle

Kingdom.

Pharaoh’s armies conquered Nubia for their gold mines. Nub means

gold.

New Kingdom

As Egyptian trade increased

• People began moving into the delta region.

• They were called the Hyksos (rulers of hill-lands)

By 1650 B.C. the Hyksos became strong enough to

challenge Pharaoh

• The Hyksos fought Egypt for 100 years for the Lower Egypt area.

• They used horses, chariots, bronze weapons to defeat Egypt.

Pharaoh Ahmose learned from their defeat and from their capital city of Thebes,

they went back to war.

• In 1550B.C., the Egyptians took back the delta using the same materials they Hyksos used on them.

• Pharaoh Ahmose vowed to have the most powerful military power in the world.

The New KingdomExpansion and Trade

Egypt regained lands lost

in war- Nubia(won independe

nce, but was

overtaken again.

The armies marched northeast and took over the land that is

now Israel- even going as far as the Euphrates River.

During the New Kingdom, Egypt became an Empire- which is a

group of lands and peoples ruled by one government.

Egypt’s economy no longer revolved

on farming. Why? You have 5-7

seconds to discuss why it didn’t.

Egypt

New Kingdom

• Answer: The Egyptian empire now had other valuable resources from conquered lands.

• Complete the mapwork on page 86 and make sure you mark the trade routes and kingdom area in different colors.

• As a class, we will read the section called: Across Land and Sea.

New Kingdom

• At your table, create a list of items that the Egyptians were able to bring back to their empire from these other areas.

• Why was the kingdom of Kush so important?• How did this increase benefit Egypt?

Hatshepsut Foremost (first) of the Noble Ladies

• She was a princess and wife of a pharaoh. Became a co-ruler with her 10 year old stepson.

• Organized the biggest trading expedition• of her career.• Expedition is a group of people who go on a trip

for a set reason.• It was a huge success. Let’s read about it on

page 87.

Moving Ideas

Medicine in Egypt Math and ScienceEgyptian doctors were priests who learned medicine in temple schools

They too were priests who knew a great deal about math.

Scribes wrote down different illnesses and how to treat them- first medical textbooks

They developed mathematical rules for building pyramids.

Some treatment are still used today: chamomile tea cures upset stomachs, moldy bread was put on wounds (antibiotics)

Developed an understanding of the planets without a telescope and identified five of our planets (the starts that know no rest)

They knew how to stitch up cuts and set broken bones.

They understood eclipses was a meeting of the moon and the sun.

They were able to measure heartbeats to see if it was beating too fast or too slowly.

Developed the calendar and the scale system.

Daily Life in Ancient Egypt

• As the armies and trade travelers increased in power, the cities were kept alive by the farmers and trades people. They spent their time growing the food for the people of the city, weavers made the clothes, and woodworkers created items people used everyday.

A Social Pyramid

• A person’s place in society depended on what they did for a living.

PharaohGovernment Officials*

Nubian and Egyptian SoldiersSyrian, Nubian, and Egyptian Craftworkers

Slaves- Nubian, Asian, Syrians*Syrian princes joined the ranks in government

Social Pyramid

• Draw the illustration on page 95 and label each class on your paper.

• Answer these questions: • What were the two most numerous groups of

people in Egyptian society?• Who were the least numerous?• Who were the middle class?• Which groups would not be found in our

society?

Farm Life

• Farmers worked on farms owned by wealthy Egyptian landowners. The workers on a farm did more than just grow crops.

• The jobs included: Farmers-crops Fisherman- fish from Nile Herders –for cattle and goats

• Bakers- ground wheat and made breads• Brewers- beer Brickmakers- shaped bricks from river

mud for worker’s houses

Farm Life

• Planting and harvesting was a busy time for the farmers and their families. Everyone in the family worked the farm. Farmers planted, dug canals, built temples and tombs for the pharaohs when called upon.

• During harvest- all family members went out to harvest the grain. Read along on pg. 96. *As a group, create a tune to go along with the lyrics on pg. 96.

• After harvest, the scribes measured and took away the harvest that belonged to pharaoh.

City Life

• City life was just as busy. Many shopkeepers lived in the house where their businesses were.

• Everyday women hauled water from the river and baked bread.

• They would go to market to buy from the linen maker, farmer, toolmaker, meat seller, and fishmonger.

Children of Egypt

• Egyptian children were much like children today. They played games, played with dolls, dogs, wrestle, and run. However, how much they were able to play depended on where in society they were. What do you think that means? You have 3-5 seconds to talk with your table and come up with an answer.

Children of Egypt

• Farmer’s children had to work in the fields. • They had to harvest, scatter seeds during planting, haul

water, and feed animals.• Craft-worker children had to learn the family business

at age 5. • Potter’s children also learned at an early age. • Girls began learning to weave at age 12 and could last

up to five years.• Sons of government officials became young assistants. • Sons of scribes began learning their work at age 10.

End of the New Kingdom

• By 1100B.C., new armies from the west and northeast began to overpower the Empire and eventually caused the collapse of the richest civilizations in history.