Presenters: Laura Rockswell, Nina Anderson, Tom Boyle and Cassandra Ward

Ancient Egypt

Grade Level – 7th
Unit Objectives
Students will be able to:
find Egypt on a map
tell about Egyptian life and culture
use their Egyptian vocabulary
tell about the geography of Egypt
tell about the Pharaohs o f Egypt
tell why the pharaohs were important
tell about the mummification process
tell why people were mummified
make their own mummy case
tell about the importance of Hieroglyphics
show their name in hieroglyphics
tell about their first-hand experience looking at some things dealing with Egypt
Day 1
Objectives:
identify Egyptian vocabulary
tell the location of Egypt, the Sphinx, pyramids
tell what the natural resources of Egypt are
who the famous Pharaohs are
tell the Egyptian life and religion are
Materials:
vocabulary list
list of questions for scavenger hunt
map of Egypt
pencils
internet sources
Permission slip for class trip to University of Penn Museum
Plan: Children will be given a list of vocabulary terms and the paper for the online scavenger hunt. They can use the following websites to get them started: Ancient Egypt ( and the British museum ( They will find all the information on their papers. When they are finished they will share what they have found with the class. Finally they will take the permission slip home with them to be signed.
Day 2
Objectives:
identify the key elements on a map of Egypt
tell about the geography of Egypt
find Egypt on a map
Materials:
blank map of Egypt
geography chart
library resources
pencil
Plan: Give out the blank map of Egypt and the geography chart. Take the kids to the library. The librarian will be able to help them find the sources they need to fill in the papers. Remind them that they need to get the permission slip signed.
Day 3
Objectives:
locate the different pyramids
tell about the importance of pyramids
tell why pyramids were built
tell about the different Pharaohs of Egypt
tell why the pharaohs were important
Materials:
pyramid paper
fact sheet on pharaohs
internet sources
Plan: The students will receive a paper on the pharaohs. They will go over the paper with the teacher. They will then receive the paper on the pyramids. Using National Geographic Website ( they will follow the instructions on the worksheet.
Day 4
Objectives:
identify why people were mummified
how they were mummified
what happened during mummification
the importance of the mummy's tomb
create their own mummy case
Materials:
fact sheet on mummification
wheat paste
large pan
long balloons
newspapers
diluted glue mixture
paints and paintbrushes
directions for making the case
Plan: The students will receive the fact list on the mummification process. The teacher will go over the sheet with them. They will then receive the directions and the materials for the mummy case. Each student will make their own mummy case.
Day 5
Objectives:
learn the importance of Hieroglyphics
learn why hieroglyphics were important
tell what a Cartouche is and why it is important
make their own cartouche
Materials:
Hieroglyphic Fact sheet
Direction for making the cartouche
internet website for hieroglyphics
the cartouche
markers/paints
Plan: Give the students the hieroglyphic fact sheet. Go over it with them. Hand out the directions for the cartouche. Hand out the materials needed. The kids will use Egyptian Name Translator ( to translate their name for the cartouche. They will print their names out and cut them out. They will put them on the cartouche and then decorate them. They will also hand in their permission slips for the trip.
Day 6
Objectives:
learn about Ancient Egypt at the museum
explore all the different exhibits at the museum
Materials:
permission slip
bagged lunch
chaperones
busses
camera
Plan: Get on the buses. Go to the University of PennsylvaniaMuseum of Archeology and Anthropology. Have a fun-filled, knowledge-enhancing day.
Day 7
Objectives:
revisit all the things we did at the museum
tell what they liked and didn’t like about the museum
Materials:
review sheet about museum
pencil
Plan: Hand out the review sheet. Have the kids reflect about the trip and fill in the review sheet.

Additional Hot linked Sites

Find out size, area and weight

Allows you to see various pyramids

All about Egypt

CNN Pyramids

Pyramid Builders

How to build a pyramid

More pyramid facts

Hieroglyphics

Egyptian Hieroglyphics

Ancient Egypt

Pharaohs

Ancient Egypt Geography:

Famous Places

Agriculture

Climate

Life Around the Nile

CLASS TRIP!

Your child will be studying Ancient Egypt for the next week in class. As part of our unit of study, we have planned a trip to conclude the unit to the University of Pennsylvania’s Museum of Archeology and Anthropology. This museum offers a face-to-face look at Egyptian culture, featuring artifacts, mummies, a sphinx, and artwork. If you wish for your child to be a part of this exciting educational opportunity, please complete the permission slip below and return to school with your child no later than Tuesday. A bagged lunch will be needed, as we will have a picnic style lunch as a class. Remember, no glass bottles are permitted.

Please call your child’s 7th grade homeroom teacher with any questions. Thank you!

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Student Name:

Student Class Section:

Parent/Guardian Signature:

Date:

Ancient Egypt Vocabulary

Define each word:

1. Civilization-

2. Mummification-

3. Sundial-

4. Pyramid-

5. Tomb-

6. Pharaoh-

7. Hieroglyphics-

8. Papyrus-

9. Temple-

10. Dynasty-

11. NileRiverValley-

12. Sphinx-

13. MediterraneanSea-

14. god-

Ancient Egypt Online Scavenger Hunt

You and your partner must research Ancient Egyptian Civilization using the internet. Use the key words below to maneuver your way around the internet to find your answers. Record your finding and the website address from where you found your information. The first group to finish the entire sheet first wins a prize! Happy hunting! 

Location of Egypt:

Important Natural Resources in Ancient Egypt:

Location of Pyramids-

What is so special about the pyramids?

Location of Sphinx –

What is so special about the Sphinx?

Two famous Pharaohs of Ancient Egypt. When did they reign?

Forms of communication:

Daily Life:

-shelter:

-work:

-dress:

-food:

-recreational activities:

Religion:

-forms of worship:

-gods/goddess:

-Afterlife:

Map of Ancient Egypt

Identify and color the key elements on the map of Ancient Egypt. Create a legend symbolizing famous places, agriculture, water beds/rivers, and climate.

Pharaohs of Ancient Egypt

Pharaoh Khafre

Khafre (2576-2551 BCE), fourth King of the fourth dynasty, Old Kingdom. The son of Khufu, Khafre (or Khephren to the ancient Greeks) is best known as the owner of the second pyramid at Giza. As with the other Kings of that dynasty, written records that date to his reign are scarce; even information on family relationships and the lengths of individual reigns at that time may often be conjectural. Two of his wives are known: Meresankh II, the daughter of his brother Kawab, and his chief wife, Khamerernebty. His eldest son, Menkaure, builder of the third pyramid at Giza, succeeded him. Two other sons are recognized: Nikaure and Sekhemkare. His daughter Khamerernebty II became Menkaure’s chief queen. Khafre succeeded his brother, Djedefre, who had ruled for eight years. Ideologically, Khafre continued Djedefre’s promotion of the cult of the sun god re by using the title “ the Son of the Sun” for himself and by incorporating the name of the god in his own.

Khafre built his pyramid at Giza next to that of his father. His pyramid complex has survived better than many others, in part because of the innovative construction method of using massive core blocks of limestone encased in fine lining slabs. The whole complex served as a temple for the resurrected god-King after his funeral, with statues incorporated into the design of both the mortuary and valley temples. There exist emplacements for more than fifty-four large statues of the King. None of the statues from the mortuary temple has survived, and it has been suggested that they were recycled in the New Kingdom.

All the lining slabs were also removed in antiquity, and with them any inscription and reliefs; only the megalithic core blocks remain. Khafre’s valley temple, however, is one of the best preserved from ancient Egypt, Fragments of several statues of the King were discovered there, including the famous statue of the King seated on a lion throne with the falcon of the Horus behind his head, reflecting the belief that the King was a living incarnation of the god. Each of the two entrances to this temple were once flanked by a pair of sphinxes 8 meters (26 feet) long.

The only remaining inscriptions in the building are around the entrance doorways; they list the King’s names and titles, those of the goddess Bastet (north doorway), and those of Hathor (south doorways). Recent work in front of the valley temple has revealed the location of a ritual purification tent and two ramps with underground tunnels that extend toward the valley.

Next to the valley temple, the Great sphinx lies inside its own enclosure. Its position next to Khafre’s causeway and certain architectural details indicate that it was an integral part of the pyramid area; that colossal lion statue with the head of the King, carved out of a sandstone outcrop, represents Khafre as the god Horus presenting offerings to the sun god. From the eighteenth dynasty forward, the Sphinx was a symbol of Kingship and place of pilgrimage; and a small chapel was erected between its paws.

Political events of Khafre’s reign can be deduced only from scant archaeological remains and rare inscriptions, which show that his workmen were exploiting the diorite quarries at Toshka in Nubia and that expeditions were sent to Sinai. His name was found on a list of other fourth dynasty Kings at Byblos, implying diplomatic and commercial links.

Like his father Khufu, Khafre was depicted in folk tradition as a harsh, despotic rule: His pyramid complex was used as a quarry in the late New Kingdom, and the lining slabs and statues were removed to adorn other temples and royal establishments. By the Late period, however; the cults of the fourth dynasty kings had been revived, and Giza had become a focus for pilgrimage.

*Information gathered by Dr. Zahi Hawass, care of:

More Famous Pharaohs:

Akhenaton - was pharaoh of Egypt from about 1350 to 1334 BC, and husband of Nefertiti who was known for her beauty.. Akhenaton was the last important ruler of the 18th dynasty and he substituted a religion based on one god. He established the cult of Aton, the sun god, the sole creator of the Universe. Akhenaton was originally called Amenhotep but changed his name Akhenaton meaning "Aton is satisfied". He moved his capital from Thebes to Akhenaton, a new city devoted to the celebration of Aton he ordered the obliteration of all traces of the polytheistic religion (belief in many gods) of his ancestors. He also fought bitterly against the powerful priests who attempted to maintain the worship of the state god Amen. Even the work of artists changed to much more realistic statues and pictures.

After the death of Akhenaton his son-in-law Tutankhamen moved the capital back to Thebes and restored the old polytheistic religion.

Tutankhamen - was the son-in-law of Akhenaton. He became pharaoh at about 9 years of age. His uncle Ay, who probably had something to do with the sudden and mysterious death of Akhenaton, was the highest minister and he ruled Egypt for Tutankhamen while he was a boy. Tutankhamen was married to Ankhsenoomun. He was only 18 when he died and he may have been murdered by Ay who probably did not want to lose power. Ay married Tutankhamen's widow, even though he was her grandfather, in order to help retain power. The reason that Tutankhamen is so well known today is that his tomb, containing fabulous treasures, was found early this century (1922) by British archaeologists Howard Carter and Lord Caernarvon.

Cleopatra VII - ascended to the Egyptian throne when she was only 17. She died at the age of 39 and was the last pharaoh. Cleopatra was Greek. She was the last of the Ptolemy dynasty who were of Macedonian (Greece) descent. The demise of the Ptolemies power coincided with the rise of The Roman Empire's power. Having little choice, and seeing city after city falling into Rome's grip, the Ptolemies decided to ally with the Romans, a pact that lasted for 2 centuries. During the reign of the late Ptolemies Rome gained more and more power over Egypt and was even declared guardian of the Ptolemeic dynasty. Cleopatra's father, Ptolemy XII, had to pay tribute to the Romans to keep them away from his kingdom. Upon his death the fall of the dynasty seemed even closer. Cleopatra not only had to contend with the Romans but her younger brother also wanted the throne. To try and hold power she had a strong friendship with Julius Caesar and with Mark Antony, Roman leaders of invasion armies. Mark Antony's wife Octavia was very angry that her husband had abandoned her so her brother Octavian set off from Rome to defeat Antony and Cleopatra. He did this at Alexandria and Mark Antony, who was dying from his wounds, asked to be taken to Cleopatra. He died in her arms and was buried as a king. Cleopatra was captured and she decided to kill herself. It is said that she used a poisonous snake called an asp. With the death of Cleopatra a whole era in Egyptian history was closed.

Information obtained from:

Tomb Exploration

While visiting a pyramid on the National Geographic website , you and your partner will create a map below of the areas you explored. Provide at least 3 interesting facts you found while exploring the tomb. Be creative and use lots of color!

Mummification

The ancient Egyptians believed in the resurrection of the body and life everlasting. This belief was rooted in what they observed each day. The sun fell into the western horizon each evening and was reborn the next morning in the east. New life sprouted from grains planted in the earth, and the moon waxed and waned. As long as order was maintained, everything was highly dependable and life after death could be achieved provided certain conditions were met. For example, the body had to be preserved through mummification and given a properly furnished tomb with everything needed for life in the afterworld.

Mummification, the preservation of the body, was described in the ancient Pyramid Texts. With the death of Osiris, god of the dead, the cosmos fell into chaos and the tears of the gods turned into materials used to mummify his body. These materials included honey, resins and incense.

Before mummification evolved, the corpse was placed in a sleeping fetal position and put into a pit, along with personal items such as clay pots and jewelry. The pit was covered with sand, which absorbed all the water from the body, thus preserving it. Burial pits were eventually lined with mud bricks and roofed over, and the deceased were wrapped in animal skins or interred in pottery, basket ware or wooden coffins. With these "improvements", decay was hastened because the body no longer came in contact with the hot sand. To solve this problem, the internal organs of the deceased were removed and drying agents were used to mummify the body.