Ancient Egypt
Geography of the Nile
Geography of the Nile
This week we begin our study of ancient Egypt concentrating on the importance of the countries geography and the Nile River.
The Nile River is the longest river in the world and is unique because it flows south to north. The source or the mouth of the Nile river can be found in the eastern part of Africa and flows north to until it reaches the Mediterranean Sea. The Nile River runs approximately 4,000 miles from the mouth of the river to the Mediterranean Sea.
The Nile River is one of the reasons that Egypt was able to prosper in ancient times because waters of Nile provided water for crops as well as the rich silt that was deposited through the Nile delta when the river would spilled over the banks. The Egyptians would plant wheat and barely as well as other items in the rich silt that would flow north during the spring to be deposited in the delta.
Objectives
- Explore how the geography of the Nile
changes as the river flows north to south.
- Identify the many different communities
that formed along the Nile River.
- Explain how the Nile River was used to
influence trade.
Vocabulary
absolute power
Complete control over someone or something
afterlife
A life after death
artisan
A worker who is skilled in crafting goods by hand.
astronomer
A scientist who studies the stars and other objects in the sky.
cataract
A large waterfall, any strong flood or rush of water ( rapids).
delta
A plain at the mouth of a river, formed when sediment is deposited by flowing water.
dynasty
A series of rulers from the same family or ethnic group.
Giza
An ancient Egyptian city; the site of the three great Pyramids
hieroglyphs
Pictures and other written symbols that stand for ideas, things or sounds
mummy
A dead body preserved in lifelike condition
Nubia
An ancient region in the Nile River Valley on the site of present day southern Egypt
and northern Sudan.
ore
A mineral or a combination of minerals mined for the production of metals.
papyrus
An early form of paper made from a reed plant found in the marshy areas of the Nile delta; the plant used to make this paper.
pharaoh
The title of the kings of ancient Egypt
pyramid
A huge building with four sloping triangle-shaped sides; built as royal tombs in Egypt
regent
Someone who rules for a child until the child is old enough to rule
silt
Fine soil found on river bottoms.
The Nile River is the longest river in the world and is unique because it flows south to north. The source or the mouth of the Nile river can be found in the eastern part of Africa and flows north to until it reaches the Mediterranean Sea. The Nile River runs approximately 4,000 miles from the mouth of the river to the Mediterranean Sea.
The Nile River is one of the reasons that Egypt was able to prosper in ancient times because waters of Nile provided water for crops as well as the rich silt that was deposited through the Nile delta when the river would spilled over the banks. The Egyptians would plant wheat and barely as well as other items in the rich silt that would flow north during the spring to be deposited in the delta.
Objectives
- Explore how the geography of the Nile
changes as the river flows north to south.
- Identify the many different communities
that formed along the Nile River.
- Explain how the Nile River was used to
influence trade.
Vocabulary
absolute power
Complete control over someone or something
afterlife
A life after death
artisan
A worker who is skilled in crafting goods by hand.
astronomer
A scientist who studies the stars and other objects in the sky.
cataract
A large waterfall, any strong flood or rush of water ( rapids).
delta
A plain at the mouth of a river, formed when sediment is deposited by flowing water.
dynasty
A series of rulers from the same family or ethnic group.
Giza
An ancient Egyptian city; the site of the three great Pyramids
hieroglyphs
Pictures and other written symbols that stand for ideas, things or sounds
mummy
A dead body preserved in lifelike condition
Nubia
An ancient region in the Nile River Valley on the site of present day southern Egypt
and northern Sudan.
ore
A mineral or a combination of minerals mined for the production of metals.
papyrus
An early form of paper made from a reed plant found in the marshy areas of the Nile delta; the plant used to make this paper.
pharaoh
The title of the kings of ancient Egypt
pyramid
A huge building with four sloping triangle-shaped sides; built as royal tombs in Egypt
regent
Someone who rules for a child until the child is old enough to rule
silt
Fine soil found on river bottoms.
Classroom Work 27 Jan - 14 Feb 2014
MONDAY
Students take unit pretest.
Unit Study Guide assigned. Due 14 Feb 2014.
TUESDAY
No school due to weather.
WEDNESDAY
No school due to weather.
THURSDAY
No school due to weather.
FRIDAY
Class warm up: The Egyptian civilization developed around what type of land form that we have discussed in class?
Introduce lesson with powerpoint, maps and film
MONDAY
Class warm up: What is meant by black land and red land?
Break into groups
Group 1 continues to work on their civilization project
Group 2 Flashcards
Group 3 Small group (book & study
guide)
TUESDAY
Class warm up: What two rivers
join together to make the Nile River
Break into groups
Group 1 Flashcards
Group 2 Small group (book & study
guide)
Group 3 Continues to work on their
civilization project
WEDNESDAY
Class warm up: What natural barriers
did Egypt have to help protect it from
invaders?
Break into groups
Group 1 Small group (Book & Study
guide)
Group 2 continue to work on
civilization project
Group 3 Flashcards
THURSDAY
Class warm up: Who was the first female ruler of Ancient Egypt?
Break into groups
Group 1 continue to work on
civilization project
Group 2 Flashcard
Group 3 Small group (book and study
(guide)
FRIDAY
Break into groups
Group 1 Small group book and study
guide
Group 2 continue to work on
civilization project
Group 3 Flashcards
VOCABULARY Group will review flash cards for Chapter Three: Ancient Egypt and Nubia
COMPUTER Group will access the following website: http://www.pbs.org/wonders/
Episodes/Epi1/nile_2.htm
In goggle document using paragraph format explain to me who the article describes (race of the people in the article) and why the development of the Aswan dam in the 1960’s placed a lot of their historical artifacts in danger.
BOOK group will read in the textbook with the teacher pages 66 - 80. This is section 1 and 2 of Chapter 3. Students will on a separate piece of paper answer all assessment questions on page 73 and 79.
MONDAY
Students take unit pretest.
Unit Study Guide assigned. Due 14 Feb 2014.
TUESDAY
No school due to weather.
WEDNESDAY
No school due to weather.
THURSDAY
No school due to weather.
FRIDAY
Class warm up: The Egyptian civilization developed around what type of land form that we have discussed in class?
Introduce lesson with powerpoint, maps and film
MONDAY
Class warm up: What is meant by black land and red land?
Break into groups
Group 1 continues to work on their civilization project
Group 2 Flashcards
Group 3 Small group (book & study
guide)
TUESDAY
Class warm up: What two rivers
join together to make the Nile River
Break into groups
Group 1 Flashcards
Group 2 Small group (book & study
guide)
Group 3 Continues to work on their
civilization project
WEDNESDAY
Class warm up: What natural barriers
did Egypt have to help protect it from
invaders?
Break into groups
Group 1 Small group (Book & Study
guide)
Group 2 continue to work on
civilization project
Group 3 Flashcards
THURSDAY
Class warm up: Who was the first female ruler of Ancient Egypt?
Break into groups
Group 1 continue to work on
civilization project
Group 2 Flashcard
Group 3 Small group (book and study
(guide)
FRIDAY
Break into groups
Group 1 Small group book and study
guide
Group 2 continue to work on
civilization project
Group 3 Flashcards
VOCABULARY Group will review flash cards for Chapter Three: Ancient Egypt and Nubia
COMPUTER Group will access the following website: http://www.pbs.org/wonders/
Episodes/Epi1/nile_2.htm
In goggle document using paragraph format explain to me who the article describes (race of the people in the article) and why the development of the Aswan dam in the 1960’s placed a lot of their historical artifacts in danger.
BOOK group will read in the textbook with the teacher pages 66 - 80. This is section 1 and 2 of Chapter 3. Students will on a separate piece of paper answer all assessment questions on page 73 and 79.