Brown & Brown, Inc. presents Glories of Ancient Egypt Teacher s Guide

Transcription

1 Brown & Brown, Inc. presents Glories of Ancient Egypt Teacher s Guide Museum of Arts and Sciences, Daytona Beach Written by Jean M. West

2 2 Foreword This guide is designed to illustrate how artifacts from ancient Egypt may be used throughout the scope and sequence of social studies in Florida to support the Sunshine Standards along with the National Standards for History and the language arts vocabulary segment of FCAT. Examples have been drawn from the Brown & Brown, Inc. presents Glories of Ancient Egypt exhibit at the Museum of Fine Arts, Daytona Beach, Florida, November 18, 2005-May 7, Taken together, the artifacts cover the full range of ancient Egyptian civilization and may be coordinated with the time line. They also represent a wide range of objects, materials, and were used by different social groups in ancient Egypt. Objectives Specific standards are listed for each lesson, with their designation in the Florida Sunshine Standards. Vocabulary is provided in each lesson along with Egypt appropriate vocabulary drawn from FCAT preparatory material at the end of the guide. Lessons The guide contains ten lessons. Two lessons have been designed for grade levels K-2, six for grades 3-5, one for middle school and one for high school. The lessons for grades 3-6 may be used separately, or as a complete unit of study. If using them as a unit, be aware that the lessons are presented in a sequence which builds content knowledge and skills. Of course, the artifacts themselves were not created by the ancient Egyptians with subject or age levels in mind, so teachers may wish to look at all the artifacts in this guide to determine whether they might be useful in their classrooms. For example, teachers using Lesson 6, Daily Bread, Model of a Granary should also consider using the woman grinding grain, an artifact from Lesson 10. Lesson and Artifact Summary Chart This chart provides a quick reference to lesson topics and artifacts. The artifacts in this exhibit traveled from the collection of the Museum of Fine Arts in Boston. Artifacts whose numbers are not in parentheses on the following chart may be viewed at the MFA online collection by going to the collections section of the website and typing the number into the collection search box which will find the object in their large online database. Artifacts whose numbers are in parentheses were not available to view at the time this guide was printed, but may be available in the future, so you may wish to enter them (without the parentheses) or enter a description (such as scribal palette ) to view comparable artifacts. Additional Features Historical Introduction Map Time Line Egyptian Art Basics Glossary of Gods

3 Resource List of Books, Activity Items, and Internet Sites for Students and Teachers FCAT Vocabulary in Ancient Egyptian Context for grades 3-5 and 6-8 3

4 4 Lesson Number and Title #1: Cartouches #2: Nile Crocodile #3: Horus, the Falcon Grade Level Artifact Era Material K-2 Lintel from the tomb of Nofer K-2 Crocodile from San el-hagar (85.539) 3-5 Fragmentary relief of Horus 37.l590 #4: Pharaoh 3-5 Stele of Hebi #5: Boat 3-5 Model of a boat ( ) #6: Daily 3-5 Model of a granary Bread #7: Hieroglyphics 3-5 a) Coffin Fragment of Satmeket with Hieroglyphics b) Statue of Scribe c) Scribal Palette ( ) #8: Mummies 3-5 Cartonnage Coffin of Ankhpefhor a #9: Pyramids 6-8 a) Stone tools and b) Reserve head c) Opening of the mouth cup d) Goose shaped case e) Model offering table and vessels #10: Archaeology 9-12 a) Mummy of a kitten ( ) b) Gold finger and toe caps and c) Painted pottery jar d) Beadnet dress e) Female serving figure grinding grain Old Kingdom Late Period Middle Kingdom New Kingdom Middle Kingdom Middle Kingdom a) Middle Kingdom b & c) New Kingdom Third Intermediate a-e) Old Kingdom a) Ptolemaic b) Late Period c) Predynastic d & e) Old Kingdom limestone faience limestone sandstone wood wood a & c) wood b)limestone wood and cartonnage a) flint b) limestone c) quartz d) limestone e) copper a) linen and mummified kitten b) gold c) clay d) faience e) limestone

5 5 Historical Introduction to Ancient Egypt The very phrase ancient Egypt conjures exotic scenes in the mind s eye: we imagine pyramids along the Nile, the gold gleam of Tutankhamun s mask, Pharaoh s chariots thundering after the Hebrews in the parted Red Sea, and perhaps a bedecked Elizabeth Taylor recreating Cleopatra s triumphant entry into Rome or her demise. Ancient Egypt conjures images in our students minds as well, no less vivid than our own: some from cartoons of Aladdin and Jasmine s flying carpet ride past the Sphinx; others from movies of flesh-eating scarabs in The Mummy; and yet others from television of Tutankhamun s CAT-scan and facial reconstruction or computer simulations of the Battle of Kadesh. This guide is designed to nourish the spirit of curiosity that ancient Egypt stirs so that our pupils become life-long students of that mysterious, alluring, glorious civilization. We take for granted the vast amount of knowledge about ancient Egypt that is available to us today, yet this is a comparatively recent development. For over a thousand years, we had lost the ability to read hieroglyphs so our main written sources for Egypt s history were those of non-egyptians: the Hebrew Old Testament, Greek and Roman writers. There were structures and artifacts aplenty, from pyramids, obelisks, and colossal statues to mummies, but they were shrouded by time and uncertainty as Stonehenge is to us today. Only with the deciphering of hieroglyphs in the early 19 th century and the prodigious effort of Egyptologists translating scores of inscriptions and papyrus in the ensuing century has our knowledge come this far. While there are still areas of dispute and maddening silence about other aspects of the history of ancient Egypt, we are confident about the general outline. Over the past ten thousand years, as the River Nile nourished the soil along its banks it also nourished the people of ancient Egypt, from peasant to pharaoh, who cultivated not only their fields but their intellect and spirit. Egypt was not defined by lines on the map, but by geography and by the life-sustaining annual flood of the Nile which deposited new, fertile silt along the Nile s flood plain. Kemet, the Black Land, was the ribbon of land on either side of the Nile with its dark silt that supported barley and wheat. All else was the Red Land, Deshret the Sahara. While the floods might be poor some years or crops could fail due to drought or other calamity, the fields along the Nile along with its fish and game, generally produced ample amounts of food to sustain life. The people of Egypt built their civilization upon this agricultural foundation. As they gave up nomadic lives, they created structures of wood, reed and brick. They created pottery, slate cosmetic palettes, and beaded necklaces. Artifacts show that they revered the falcon and cow, and other animal-deities. They also arranged the bodies of the dead in the fetal position, facing west, and supplying them with grave goods, suggesting a belief in the afterlife. To count and keep track of trade items, the Egyptians create a simple system of pictographs. For thousands of years, the people of Egypt were divided by geography. Upper Egypt lay to the south, where the Nile River threaded between steep cliffs and desert unifying the

6 6 river dwellers. Lower Egypt was found in the north, where the Nile River branched out forming the Nile Delta s marshes and fertile fields, dispersing the river dwellers. Around five thousand years ago, the legendary King of Upper Egypt, Menes, conquered Lower Egypt and unified the country. The land was also united by Egyptian s deeply held belief in the afterlife and the rituals necessary for ensuring eternal survival. The unification of Egypt solidified the idea of divine kingship and rulers took their title from the palace in which they lived, the great house or per-ao pharaoh. Pharaoh was a god-king, whose ka (immortal spirit) needed an everlasting body, which was achieved through mummification. Royal mummies were entombed in mastabas (flattopped, rectangular brick structures), their eternal dwellings. The hawk-headed god, Horus, originally the patron of the Upper Egypt, emerged as the supreme god of united Egypt. Through the Pre-dynastic and Early Dynastic period the growth of the royal court and centralized government was aided by the refinement of their simple pictograph writing into a complex set of hieroglyphs representing both sounds and ideas. Egyptian bureaucrats also created a 365-day solar calendar. Builders experimented and grew skilled in using stone for construction while artists refined their style for depicting images on flat surfaces and in sculpture. Traders (some sailing in new square-rigged ships) supplied the elite with luxury goods including frankincense from Arabia, ivory from Nubia, lapis lazuli from Afghanistan, and cassia bark from India. Scribes, craftsmen, traders, and other specialists created a social stratum that was neither ruler nor peasant. The Old Kingdom was the age of pyramid-building, beginning with Djoser s step pyramid, continuing through Sneferu s collapsed and bent pyramids, and culminating with the Red Pyramid at Saqqara and the only remaining wonder of the ancient world, the Great Pyramid of Giza. Stonemasons also created the Sphinx during this era. Religious devotion to the sun-god, Re (incorporated with Horus as Re-Harakhty), led to the construction of solar temples, first of mud-brick and later of stone. Hieroglyphs were used for the first time to decorate the walls of a pharaoh s burial chamber and the oldest papyrus scrolls date from this period. Famine and drought brought an end to the Old Kingdom. Egypt reverted to two lands during the First Intermediate Period with Upper Egypt ruled from Thebes and Lower Egypt from Memphis. Mentuhotep II of Thebes reunified Egypt and an era of peace and prosperity followed, known as the Middle Kingdom. During this time major irrigation projects were undertaken, including canals to bring water to fields more distant from the Nile. A bucket and lever system which is still used, called a shaduf, drew water from the river. Recipes for medicine as well as magic spells were written down by Egyptian doctors in early medical texts. Literary classics such as the Tale of Sinuhe, Story of the Shipwrecked Sailor, Precepts of Amenemhet, and the Eloquent Peasant were the crowning achievement of this period, as opposed to pyramids. Egypt expanded southwards into Nubia, seizing slaves (source of the opera Aïda) and building fortresses. Rulers of foreign lands, heqa-khasut or Hyksos, swept into Egypt from the east conquering Lower Egypt and establishing their capital in the delta at Avaris. They brought with them new and improved technologies of war including the chariot, bronze

7 7 weapons and armor, and composite bows. Yet, they also brought new musical instruments including the lyre and lute. During this Second Intermediate Period, Upper Egypt, although governed by its own lords from Thebes, was compelled to pay tribute to the Hyksos. Ahmose I of Thebes finally expelled the Hyksos, regained lost Nubian lands and initiated the period of the New Kingdom. The ram-horned god, Amun, patron of Thebes, assumed new importance when Thebes became capital of reunited Egypt, although worship of Re- Horus was incorporated into ritual. The powerful priests of Amun controlled huge tracts of land, livestock, and laborers. On the east bank of the Nile, surrounding Thebes, succeeding pharaohs added to and beautified the great temple complex at Karnak and also erected the Temple of Luxor. Royal burials were moved to the west bank of the Nile, into secretive tombs in the Valley of the Kings to foil grave robbers; elaborate mortuary temples were constructed a distance from the burial site where prayers could be offered by the priests and the achievements of the pharaoh commemorated. Books of the Dead, papyrus scrolls with maps and spells to guide the spirits of the death through the underworld, Duat, were first buried with mummies at this time. This was the zenith of the Egyptian Empire, which would extend east to Mesopotamia and north into Syria. Hebrew slaves captured during this period would remember their sojourn in Egypt in the Old Testament along with their exodus from Egypt led by Moses. Although the New Kingdom produced great warrior kings, such as Tuthmosis I and Ramses III; the greatest woman pharaoh, Hatshepsut; and the heretical monotheist pharaoh Akhenaten (husband of the beautiful Nefertiti) who moved the capital to Tell al-amarna and worshipped the sun-god, Aten; ironically, the most famous pharaoh today is the boy-king Tutankhamun whose hurried, forgotten tomb and the wonderful things within were discovered by Howard Carter in Eventually, struggles between the pharaohs, now residing in the delta, and the priests of Amun led to the civil disorder of the Third Intermediate Period. Libyans moved into the delta region, but eventually Nubians reunited Egypt. However the Assyrians, with their weapons of iron, overthrew the Nubian pharaoh Taharqa. During this period, demotic script emerged for document use. A brief Egyptian resurgence ended when pharaoh Nectanebo II was defeated by Persian king Artaxerxes III around 343 BC; he was the last Egyptian-born ruler until the 20 th century. Alexander the Great defeated the Persians under Darius III and established a new capital in the delta which is one of Egypt s greatest cities today: Alexandria. In the wake of Alexander s death the Greek satrap Ptolemy declared himself pharaoh; he distinguished himself by establishing the Library of Alexandria which became the most important center for learning in the ancient world. Alexandria produced the father of geometry, Euclid; Eratosthenes, who correctly estimated the size of the earth; and the astronomer Ptolemy, who incorrectly placed the earth at the center of the universe. The Ptolemaic dynasty ended when the last of the pharaohs, Cleopatra VII, allied herself with Roman ruler Julius Caesar, who was assassinated, and then allied herself with the triumvir Marc Antony. Her defeat at the naval battle at Actium by Octavian Caesar led to

8 8 her capture and death in Alexandria. Three thousand years of pharaonic rule came to an end and Egypt was absorbed as a province into the Roman Empire. Yet, ancient Egypt had endured longer, with greater continuity of religion, culture, and art than any civilization and that may be the greatest of its glories.

9 9 Time Line of Ancient Egypt BC: Prehistoric Egypt Climate changes expand the Sahara Desert Early evidence of human settlement in the Nile Delta Osiris worshipped at Abydos BC: Predynastic Period Earliest hieroglyphs are developed Early mummification of royals Egyptians develop a square-rigged ship The Scorpion King wages war in Upper Egypt Upper Egypt is ruled from Hierakonpolis Narmer, King of Upper Egypt, depicted in the Palette of Narmer BC: Early Dynastic Period Menes conquers the Delta region of Lower Egypt and establishes the capital of unified Egypt at Memphis Mastaba tomb burials at Abydos and Saqqara Hieratic script is used for writing on papyrus Sun-worship of Re-Horus centered at Heliopolis BC: Old Kingdom Djoser (Zoser) orders the architect Imhotep to the Step Pyramid at Saqqara, the first pyramid Sneferu s collapsed pyramid at Maidum, is succeeded by the Bent Pyramid and the first true pyramid, the Red Pyramid, at Saqqara Khufu (Cheops) orders the construction of the Great Pyramid at Giza Khafre (Chephren) orders the construction of the Sphinx and second Giza pyramid Menkaure orders the construction of the third Giza pyramid Extensive inscriptions are included in pyramids and nobles tombs; earliest papyrus scrolls Astronomers create a 365-day solar calendar; solar temples become important BC: First Intermediate Period Period of drought and famine triggers political and social strife; Lower Egypt is ruled by Memphis while Upper Egypt is ruled by Thebes Inscriptions are placed on coffins rather than on walls

10 BC: Middle Kingdom Mentuhotep II of Thebes regains control of Upper Egypt to reunify the country A new era of peace and prosperity; important classical period literary works on papyrus include Tale of Sinuhe, Story of the Shipwrecked Sailor, Precepts of Amenemhet, and the Eloquent Peasant Earliest medical references for diagnosis and treatment; major irrigation projects Amenemhet moves the capital of unified Egypt back to Memphis Egypt invades and conquers Lower Nubia BC: Second Intermediate Period Hyksos invaders, bringing their technologies of bronze armor and weapons, composite bows and horse-drawn chariots, seize control of the Nile Delta and make Avaris their capital; they also contribute vertical looms and musical instruments including the lyre Sais in upper Egypt serves as Egypt s dynastic capital although under Hyksos subjugation; the Theban lords pay tribute to the Hyksos BC: New Kingdom Ahmose I, a warrior king, expels the Hyksos and restores Thebes as capital of Egypt and center of the worship of Amun The Valley of the Kings (on the west side of the Nile across from Thebes) is first used for the burial of pharaohs; first examples of the Book of the Dead Thebes becomes the center of worship to Amun. The Great Temple of Amun at Karnak becomes an vast complex, culminating with the Hypostyle Hall along with the Temple of Luxor Tuthmosis I, another warrior king, expands Egyptian control into Mesopotamia and Nubia Hatshepsut becomes the first woman pharaoh and builds the great mortuary temple at Deir el Bahri Akhenaten, the heretic pharaoh, rejects the worship of Amun and proclaims the worship of the sun-disk Aten as a monotheistic religion Akhenaten moves the capital to Tell el-amarna where, along with his beautiful wife Nefertiti, he is depicted in a much less formal style of art Tutankhamun, the boy king, is buried in the only pharaoh s tomb which will not be looted Ramses II, the Great fights for control of Syria against the Hittites at the Battle of Kadesh and conquers ancient Palestine; Ramses III builds more monuments during his 67-year reign than any other pharaoh including Abu Simbel; the mortuary temple for his wife Nefertari in the Valley of the Queens; the fallen colossus at his mortuary temple at Thebes, the Ramesseum; and the new capital city of Pi-Ramesses Old Testament accounts of Moses and the Hebrew Exodus believed to have taken place in the later years of the New Kingdom

11 BC: Third Intermediate Period Egypt falls into another period of strife between the priest-kings of Amun in Thebes and the pharaohs of Tanis in the Delta; Bubastis, the center of the worship of the cat goddess Bastet, becomes a political power and Libyan military leaders rule The capital moves from Tanis to Nubia to Thebes and then to Sais followed by Nubia and Thebes during this unstable era Egypt enters the iron age Warfare with Libya and Nubia (the kingdom of Kush) culminating in the Nubian conquest of Egypt Egypt reunified under Nubian rulers Piye and Shabako BC: Late Period Extensive influx of foreigners including Phoenicians and Greeks Demotic script, a simplified writing system, replaces hieratic script on documents The Assyrians defeat Nubian pharaoh Taharqa and rule Egypt Kushite kingdom formed at Meroë BC: Persian Period Warfare with Persia results in the end of independent rule with the fall of the last Egyptian pharaoh, Nectanebo II Egypt is administered by satraps as a conquered land by renowned Persian kings Darius I, the Great and Xerxes BC: Greek Period Alexander the Great defeats the Persians under Darius III and establishes a new capital, Alexandria The Greek satrap Ptolemy declares himself pharaoh, establishing the last dynasty of pharaohs, the Ptolemies Euclid of Alexandria writes The Thirteen Books of the Elements, the foundation of geography The Lighthouse is built at Alexandria; the Temple to Isis built at Philae The Library of Alexandria is established to collect texts in the known world in conjunction with a temple to the muses, the Musaeum; library director Eratosthenes calculates the true size of the earth The Rosetta Stone is carved in 196 BC in Greek, hieroglyphs and demotic script to commemorate Ptolemy V s coronation Cleopatra VII rules as the last pharaoh of Egypt until defeated at the Battle of Actium and captured in Alexandria by Octavian Caesar 30 BC-395 AD: Roman Period Following the death of Cleopatra, Egypt was absorbed as a province of the Roman Empire for the next two centuries serving as the breadbasket of Rome Ptolemy the astronomer and geographer described a universe with the earth at the center which would be accepted until the Renaissance

12 12 Portrait masks are placed on mummies Last known positively dated hieroglyphic inscription comes from the Temple of Isis at Philae, 394 AD Christian Emperor Theodosius orders the closure of all pagan temples although Philae operates until 536 AD AD: Byzantine Period Hieroglyphic writing is discontinued and its meaning forgotten AD: Arab Conquest and the Umayyad and Abbasid C aliphates: Egypt is conquered by Arab Muslims and adopt Islam as its religion Caliph Al Mamun enters Great Pyramid of Giza Pyramids of Giza are stripped to build Cairo Saladin becomes sultan of Egypt, founding the Ayyubid dynasty Ottoman Empire Ottoman Turks conquer and rule Egypt as part of their Empire Napoleon conquers Egypt; Napoleon s soldiers find the Rosetta Stone in 1799 Jean François Champollion deciphers hieroglyphs and restores knowledge of ancient Egypt to the modern world, 1822 Suez Canal built Great Britain seizes control of Egypt to safeguard the canal 1922 AD: Howard Carter finds the Tomb of Tutankhamun in the Valley of the Kings; Egypt becomes partially independent from Great Britain (full independence follows World War II) 1960 AD: Aswan High Dam built; while Abu Simbel and is moved out of the reach of the waters, Dendur is moved to New York City, while other monuments are submerged under the waters of the Nile

13 13 Egyptian Art Basics Egyptian art is symbolic rather than realistic, commemorative rather than narrative. For example, the Palette of Narmer is not a literal history of Narmer in battle, but a symbolic commemoration of his conquest of Upper Egypt. Materials used included limestone (readily available and typically easy to carve), wood, copper, clay, papyrus, linen, plaster, cartonnage (papyrus or linen soaked in plaster and formed like papier-mâché), faience (sand and clay mixture which forms a glaze when fired), and gold. Ka The ka was one of three aspects of the soul. It was the lifeforce which accompanied a person from birth and which, after death, inhabited the mummified remains of the deceased, sustained by offerings. The ka would pass through many dangers to achieve eternal afterlife; symbolic amulets and spells written on papyrus (the Book of the Dead) protected the ka. Free standing sculptures from the tombs kept the ka from wandering too far away and would house the ka if the mummy were destroyed; the upper room of a mastaba housed the ka. False doors enabled the ka to travel between the world of the living and the dead. Ships and barges are included in burials because in Egyptian mythology the ka travels to the afterlife on a boat down the Nile. The other two aspects of the soul were the akh (which interacted with the living) and the ba (the individual personality which makes a person unique). Law of frontality: Pharaohs were both human and divine, so it was necessary to depict them distinctively. In painting or relief (sculpture where figures project from a background), the prescribed way to draw the pharaoh was with profile head, legs, arms, and stomach, but frontal shoulders, torso and eyes. In free-standing sculpture, the perspective of the pharaoh was frontal, at a 90 degree angle, rigid and bisymmetrical. Although the proportions of the figures changed over time, this basic canon was used by artists to depict all Egyptian pharaohs for three thousand years, from Narmer to Cleopatra, with the exception of Akenaten. Amarna Period The art of Akenaten s reign, while still symbolic, incorporates much more realism and informality with a unique sense of movement and expressiveness along with greater use of curves. Nefertiti s famous bust combines realistic portrait of a living subject and also reflects character of individual; Akenaten is portrayed with a bulging stomach and Tutankhamen in a tender moment with his wife. Timelessness: To make the human pharaoh a man-god, artists depicted the concept of pharaoh, rather that create an individual s portrait. They would also fix the age so the pharaoh never aged. This was not done to glorify youth but to provide for

14 14 eternity an unchanging outward appearance for an immortal ruler who transcends time. Permanence and immortality: While dwellings and businesses were built of impermanent materials, religious and funerary structures designed for the immortal gods, pharaoh, and ka were built of nonperishable materials, culminating with stone. Columns sometimes resemble bundled reeds of papyrus or topped with lotus blossoms because the earliest buildings were not made of stone some took natural form, others were stylized into decorative elements. Pyramids were homes to the sun-god Ra; the pharaoh would join Ra in the afterlife; In Egyptian mythology pyramids symbolized the mound of soil emerging from a flooded earth at the time of creation. Horror vacuii Egyptians feared open spaces being invaded by evil spirits so their panels are filled with registers and friezes while their sculptures have plugs in hands and filled area between limbs. Hieroglyphs in cartouches are arranged to fill them completely. Hierarchy of scale: The largest figure was the most important, both in terms of political power and religious significance; often the figure was repeated, especially in sculpture to emphasize the importance of the pharaoh. In sculpture volume and size are emphasized, with flat planes, and the body attached to a back slab. In addition to size, artists will also make subordinates use deferential or submissive gestures (a wife placing her arm around her husband for support, captives kneeling.) Typically, realism increases as the social status of the person portrayed decreases. Temples: The plan for temples evolved from ritual and remained unchanged for centuries. A high wall surrounded the enclosure. Most people would worship in the open courtyard, while a few dignitaries were allowed in the hypostyle hall. The sanctuary was reserved for the priest and pharaoh.

15 15 A Glossary of Egyptian Gods Amun-Re Ram or seated on throne with two-feather crown and solar disk; originally god of Thebes, merges with sun god Re to emerge as king of the gods, and protector of the pharaoh during war Ammut Monster with the head of a crocodile, front end of a lion and back end of a hippopotamus which ate the spirits whose heart was heavier than the Feather of Truth. Anubis Jackal; god of embalming, funerals, and mummies Atum Man with crown of the two kingdoms; first god, the creator who brought the world into being; Shu and Tefnut were his son and daughter Bastet Cat; goddess of ripening crops, music and dance, happiness, love and motherly protection (a daughter of the sun, god Re) Bes Mythical lion-dwarf; god of merriment, fertility, the family and newborns Geb Man with green or black skin, lying down or with goose on head; god of earth and plants; brother-husband of Nut Hapy Man with water plants on heat and pot belly; god of the annual Nile flood Harmarchis the Sphinx Hathor Cow, or woman with cow ears, horns, and solar disk; goddess of dancing, music, and love as well as divine mother of pharaoh. In her aspect as lioness, a destroyer. Horus Hawk/falcon; originally god of Hierakonopolis, sun god and supreme ruler of the living of Egypt through his embodiment, the pharaoh; son of Osiris and Isis who sacrifices his eye (the wadjet) to revive Osiris. Also known as Re- Harakhty, hawk or human with solar disk; sun god of the horizon responsible for all creation (people, animals, fertility) Isis Woman with headdress of throne, hieroglyph or cow horns around a sun disk; goddess who brought husband Osiris back to life, Isis (whose name means throne is the goddess of healing, marriage, and motherhood who protects the dead Kephri Scarab; sun god of the morning representing eternal life and rebirth Khnum Ram with curly horns; god of the Nile cataracts and floods Khons Young man or baboon; moon god (son of Amun and Mut) Maat Ostrich feather; goddess of truth and justice, regulates the universe (stars, seasons) and weighs the souls of the deceased in judgment before Osiris

16 16 Mut goddess who is wife to Amun Nephthys Woman wearing headdress with name in hieroglyphs; goddess of the dead (sister of Isis, Osiris, and Seth) and Seth s wife Nun Man carrying a boat; the waters of chaos before the world was created Nut Lying down with feet to east and head to west with blue, starred dress; goddess of the sky whose body makes up the heavens; swallows Re each night and gives birth to him each morning Osiris Mummy with feathered crown; god of fertility, supreme ruler of the afterlife and the dead; killed by his brother Seth, his pieces were collected by his wife, Isis and brought back to life by the donation of Horus eye Ptah Man wrapped in tight white cloak with staff; god of artisans and creativity Ra Boy, Man, Elder or hawk-headed man, always shown with a sun (solar) disk attached to his head; great sun god who sailed the sky in a golden boat Sakhmet Lion; goddess of war Seshat Woman wearing panther dress and star headdress; goddess of writing and measurement Seth Hippopotamus, dog, or monster with long snout and square ears; god of storms and chaos, the wicked brother who kills Osiris and scatters his remains in the Nile, also fights Horus Shu Ostrich feather; god of air and sunlight who fathered earth (Geb) and sky (Nut) and separated them (often shown holding Nut over Geb) Sobek Crocodile; god of water and fertility Tawaret Hippopotamus; goddess of childbirth Tefnut Lion; goddess of rain and dew Thoth Ibis; moon-associated god of wisdom, patron of writing, spells, and scribes, Thoth was in charge of the scales that weighed the hearts of the dead against the feather of Truth Canopic Gods Hapi baboon; lungs Duamutef jackal; stomach Qebehsenuef falcon; intestines Imsety man; liver Sacred Animals Apis Bull Ba Neb Djedet Ram Bennu Bird Petesuchos Crocodile

17 17 LESSON 1: Cartouche In this lesson students will be introduced to ancient Egyptian s hieroglyphs and their practice of putting a name into a cartouche. The activities are designed for students at grades pre-k to 2. Sunshine Standards Time, Continuity, and Change Strand 2. The student understands the world from its beginnings to the time of the Renaissance: SS.A Knows methods of communication from long ago and the technological developments that facilitated communications (e. g., speaking by gestures; transmitting stories orally; the use of pictographs, hieroglyphics and different alphabets; writing by hand and printing with machines). Materials Needed Hieroglyph Chart Duplicating master for cartouche Crayons, Scissors, Glue Lesson 1 Photograph: Cartouche of Nofer, 2400 B.C. Time Required minutes Vocabulary Hieroglyphs Ancient Egyptian writing Cartouche a rope loop within which royal names were written; ancient Egyptians believed the loop protected the person named Background Information The Egyptian system of hieroglyphs developed around 3500 B.C. Simple at first, it evolved into a complex system including 25 phonograms (representing sounds), and nearly 700 pictograms and ideograms (representing objects and ideas). Hieroglyphs could be written left to right, right to left, bottom to top, and top to bottom. They were angular at first because they were primarily carved (the word hieroglyph comes from the Greek for sacred carving. ) As scribes wrote hieroglyphs with ink on papyrus, the forms became rounded and a right-to-left script form of hieroglyphic writing called hieratic evolved. Over time the hieratic script was simplified into a faster, third form called demotic script. The last known inscription in hieroglyphs was made in 394 A.D. Within a few hundred years, the meaning was entirely lost, until 1822 when Jean François Champollion deciphered them.

18 18 Lesson Procedures 1. Tell students that the ancient Egyptians wrote their names using letters that look different from our own. Give them the sheet with the hieroglyphs on it so they can see what the hieroglyphs look like and show them the image of the cartouche of Nofer, inscribed on a door lintel from his tomb. 2. Explain that they are going to write their name using Egyptian hieroglyphs. Have them use scissors to cut out the hieroglyphs which match the letters of their first names. 3. Pass out the cartouche and explain that Egyptian students didn t write their names on lined paper but in cartouche loops, because they thought it would keep their name safe. Provide glue or paste and direct students to glue their names inside the cartouche loop. 4. While the glue is drying, ask students how they think their names look in hieroglyphic writing. Ask them if it would have taken longer if they had to draw each hieroglyph themselves, instead of cutting it out. Discuss whether hieroglyphs or letters are easier to write. 5. After the glue dries, students may color their cartouches. Interdisciplinary Links Mathematics Have students learn hieroglyphs for numbers = l 6 = l l l l l l 11 = l 2 = l l 7 = l l l l 12 = l l l l l 3 = l l l 8 = l l l l 13 = l l l l l l l 4 = l l l l 9 = l l l l l 14 = l l l l l l l l 5 = l l l 10 = 15 = l l l l I l l 16 = l l l l l l 17 = l l l l l l l 18 = l l l l l l l l 19 = l l l l l l l l l 20 = Art Have students create a hieroglyphic scroll on either brown wrapping paper or on the plain panel of a brown paper grocery bag, using the name of Cleopatra, Tutankhamun, or an ancient Egyptian of your choice. Depending on the students skill level they may draw the hieroglyphs themselves or cut them out and glue them. When the work is finished, direct students to roll their scroll up and then tie it with jute twine or raffia (or put a rubber band on it.)

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21 21 Lesson 1: Cartouche of Nofer (upper right of rectangle) Lesson 2: Crocodile

22 22 LESSON 2: Nile Crocodile vs. American Alligator In this lesson students will learn about the Nile crocodile, why it was special to ancient Egyptians and how it is different from the American alligator. The activities are designed for students in grades pre-k to 2. Sunshine Standards People Places Environment Strand 2. The student understands the interactions of people and the physical environment SS.B Identifies some physical and human characteristics of places. Materials Needed Lesson 2 Photograph: Crocodile Croco-Facts and Gator-Bits Information Sheet Time Required minutes Vocabulary Alligator Crocodile Lesson Procedures 1. Show students the picture of the ancient Egyptian carving of the crocodile, and ask them what animal they think it is. Some children may answer crocodile and others may answer alligator. Ask them where they have seen pictures of alligators and crocodiles. (Some may know the crocodile in Peter Pan, others recognize the University of Florida Gator or other alligator logos, or may know the animals from cartoons or nature shows.) 2. Explain that the animal in the picture is a Nile crocodile, an animal who does not live in the wild in Florida. Instead, it is an animal that lives in Africa, not just now, in the present, but over 2,000 years ago when the carving was made. Tell them that it is not an alligator, but a relative. People of ancient Egypt saw crocodiles in the wild. Ask students how a child long ago might have felt about seeing a crocodile. (Excited? Scared? Awesome?) 3. Crocodiles can be scary animals, so the Egyptians hoped to convince crocodiles not to hurt them by doing some special things. Ancient Egyptians decided the crocodile should be the favorite animal for their god, Sobek, so kept crocodiles at his temples, put glass and gold earrings and bracelets on their front feet, and fed them special treats. If they fell into the river where there were crocodiles, they were supposed to say, Hail you monkey seven cubits tall whose eyes are made of gold and whose lips are like flames. Hold the crocodile so that I can get up safely. Ask your students if you think that worked very well. 4. Explain that there is an American crocodile that lives in South Florida, but that the American alligator is much more common. Share the information in the Croco-Facts and Gator-Bits information sheet so students understand the difference between the Nile Crocodile and the American Alligator. To help illustrate the information, you may have

23 23 students lie end to end to represent the length of a crocodile or alligator, or have students put counters into two jars to see the difference in the number of teeth. Interdisciplinary Links Language Arts: Read Tomie de Paola s Bill and Pete Go Down the Nile, a story which features a crocodile named Bill (and his best friend, a crocodile bird named Pete) exploring Egypt on a class field trip. A rhyming story about a modern crocodile s ancient Egyptian ancestor is recounted in Philemon Sturges Crocky Dilly (a reversible crocodile/mummy toy may be purchased with the book.) A short ancient story about a pair of artistic Egyptian children and the crocodile they raised may be found at Art: 1. Students can assemble a 3-D alligator (see photo). The alligator is made from: 1 piece of 18 green construction paper 1 piece of 12 green construction paper 1 piece 12 light yellow-green construction paper 1 piece of 18 red construction paper (optional) 1 piece of white paper, pre-cut 2 white paper circles, 1 ½ each 1 piece purple paper 2 ½ x 4 2 black paper scraps pre-cut into almond/eye shapes Fold 18 green piece in half and cut outwards from the hinge a 9 head. Cut the body and four identical trapezoids for legs from the remainder of the piece. Cut out two 12 light yellow-green strips and three 12 green strips, each with one straight edge and one zigzag edge; tear one green strip in half. Alternate green and light green strips on the alligator s tail to create a serrated ridge. Place the two pieces of the half-strip to create the ridge on the alligator s nose. Cut out two squares from purple rectangle so it takes on a barbell shape to form the eye frame. Glue the purple piece so it straddles the ridge. Assemble white circles and black eye/almond shaped pieces as eyes and then glue to purple paper. Draw scales on alligator to complete. [For more advanced students, you have the option to finish the alligator s mouth. Fold one 18 red piece and cut from the hinge another head piece. Glue the red head piece to the green head piece to make the inside of the alligator s mouth. Cut four 9 strips of white, each with one straight edge and one zigzag edge and attach to mouth as teeth.] Idea courtesy of Larry Kaplan, R.J.Longstreet Elementary School 2. Students may want to draw a crocodile, or dress up a crocodile cut-out with jewelry made from sequins, beads, or spray-painted macaroni. 3. Students might try to write the hieroglyph for crocodile in clay using a toothpick or pencil. After the clay has dried they could paint their hieroglyphs, as the ancient Egyptians often did. Mzh is the ancient Egyptian word for crocodile and looks like this: The hieroglyph for M is an owl, Z is a door bolt, and H a twisted rope, with a picture of a crocodile at the end to make the meaning clear. Computer Lab: Students may see video and hear the sound of Nile Crocodiles at National Geographic s Creature Feature: To see pictures of all types of crocodiles, alligators, caimans and gharials visit the Crocodilian Species List website at

24 24 Croco-Facts Gator-Bits Nile Crocodiles: Have a V-shaped snout Have teeth that fit together Both top and bottom show when mouth is shut Sleep with open mouth to cool off Birds clean their teeth while they sleep Are Cold blooded (need to warm in the sun or cool in the shade or water) Grow up to 20 feet long Weigh around 1,000 pounds; up to 2,000 pounds Live years Live in Africa in the Nile and in Southern Africa in other rivers, marshes, and lakes Swim by paddling their long tails, although they have webbed back feet Can feel all over their body Will eat almost anything, including fish and meat Other types of crocodiles can live in salt water, and even the ocean Digs nests in sand to lay their eggs out of the water The American Crocodile lives in South Florida American Alligators: Have a U-shaped snout Have teeth Only top teeth show when mouth is shut Are Cold blooded (need to warm in the sun or cool in the shade or water) Grow 8-15 feet long; up to 18 feet Weigh pounds; up to 1,000 pounds Live years Live in the Southern United States and Central America Swim by paddling their long tails, using webbed back feet to slow down Don t like salt water Can feel best around their mouth Will eat almost anything,

25 25 including fish and meat Cannot swallow under water Make nests out of plants to lay their eggs out of the water The Chinese Alligator lives in China

26 26 LESSON 3: Eye of Horus In this lesson students will look at Horus, the falcon god of the pharaoh, as an introduction to the ecosystem, pharaoh and religious beliefs of ancient Egypt. The activities are designed for grades 3-5. Sunshine Standards People, Places, Environments Strand 2. The student understands the interactions of people and the physical environment SS.B Understands how the physical environment supports and constrains human activities. Materials Needed Lesson 3 Photographs: Limestone fragment of Horus, the Eye of Horus, an Egyptian Falcon, and an American Red-tailed Hawk Artifact Analysis Worksheet (optional, follows lesson 8) Time Required 45 minutes Vocabulary Artifacts objects made by humans Falcon a hawk-like bird Amulet good luck charm Lesson Procedures 1. Show students the image of Horus. Tell them it is an artifact, an object made by humans and then ask them, What material is it made from? (It is made from rock, limestone to be exact) How do you think it was made? (Using something hard to carve it) What kind of animal does this look like? (Some students may think it is an eagle or osprey, but it is closest to a hawk. To be precise it is a falcon.) What can you tell me about these types of animals? (Students may need to be prompted about how high they fly, what they eat, and how good their vision is we still sometimes use the expression hawk-eye and where they like to live.) What is different about this animal from the birds we see flying around here? (They should notice the crown; ask how big a bird would fit into a crown.) Why do you think the person who carved the bird would have done that? (They usually guess that this is not supposed to be ordinary, but a super-hawk.) When do you think this was made? 2. Explain to students that the animal in the artifact is a falcon named Horus (Horus means he who is far above. and it comes from ancient Egypt nearly 4,000 years ago. Ancient Egyptians believed that the god, Horus traveled in the shape of a falcon and ruled Egypt in the shape of the human king called the pharaoh. Horus protected the pharaoh. Ask students how a giant falcon might protect the pharaoh (with its sharp beak and the talons, which are not in the fragment.) Tell them the ancient Egyptians spoke a language very different from English, and their word for hawk was byk. The hieroglyph is a leg, a feather, and a basket with side handle, with a hawk on the end to make it clear, and looks like: bqsa

27 27 3. Show the picture of the Eye of Horus and the falcon. Ask them to trace with their finger on the photograph of the falcon the parts of the Eye of Horus symbol. Explain to students that ancient Egyptians believe the eye of Horus was very special, so they drew it and carved it in many places, wore it as an amulet (good luck charm), and put it on their mummies and tombs. It is also sometimes called the wadjet eye. Tell the simplified version of the Egyptian myth which has parallels to the movie, The Lion King: Osiris was a good king of the gods but his wicked brother, Seth, killed him. Seth tore up Osiris into 14 parts. Osiris wife, Isis, could only find 13 parts. When Osiris son, Horus, grew up, he fought Seth and defeated him, even though Seth pulled out Horus eye and tore it into 64 pieces. The god of wisdom, Thoth, put the eye back together and returned it to Horus. Horus decided to donate it to Osiris and when he did, Osiris became ruler of the Next Life. (Sometimes students bring up organ donation, and it is a nice comparison.) 4. Explain to students that ancient Egyptians thought that the spirits of the dead people had to go through the dark to find their way to the Next Life. Why would having a falcon s vision be helpful? Why might an Eye of Horus amulet be even more helpful? Interdisciplinary Links Mathematics: The ancient Egyptians used parts of the Eye of Horus to represent fractions. Student may look at the diagram and try to draw the hieroglyphs for the following fractions: 1/32 1/8 ½ ¼ 1/16 1/64 Other fractions could be made by drawing more than one piece of the eye. Try to figure out: ¾ 3/8 ½ ¼ 1/8 1/16 1/32 1/64 (Because ancient Egyptian druggists used fractions to mix medicine, the Eye of Horus changed over time to the modern Rx used by pharmacists. If students add up all the fractions in the Eye of Horus, it only comes to 63/64. The ancient Egyptians believed that the final 1/64 was magic and was not to be seen!) Language Arts: Ask students to read the myth of Odin and compare and contrast it with that of Horus perhaps using the Venn Diagram which follows Lesson #5.

28 28 Lesson 3: Limestone fragment with Horus Sacred Eye of Horus Egyptian Hawk American Red- (also called the Wadjet Eye) Tailed Hawk Credits:(m) (r) US Fish and Wildlife Service

29 29 LESSON 4: Pharaoh In this lesson students will learn about the role of pharaoh in ancient Egypt. The activities are designed for students in grades 3-5. Sunshine Standards Time, Continuity and Change Strand 1. The student understands historical chronology and the historical perspective SS.A Understands how individuals, ideas, decisions, and events can influence history. Materials Needed Lesson 4 Photograph of the Stele of Hebi Artifact Analysis Worksheet (optional, follows lesson 8) Time Required 45 minutes Vocabulary Pharaoh king of Egypt Palace great house Crook a hook shaped pole a shepherd uses to control sheep Flail a beater a farmer uses to separate grains of wheat from the plant s stem Vizier pharaoh s chief advisor Nome a region of Egypt Nomarch governor of a region of Egypt Ka spirit or life force Lesson Procedures 1. Ask students what things they would add to a person if they wanted to show that they were a king. (Students typically mention crown, throne, robes, and sometimes a sword.) Hand out a copy of the image of the Stele of Hebi to pairs or groups of students explaining that there is a king in the picture. Tell students that they need to decide which figure is king and to give reasons how they know which one is king. 2. Explain to students that the seated figure next to the jackal-headed figure is the king of Egypt, but ancient Egyptians thought it was rude to use a king s name, so they referred to him after the place he lived since it was a palace or great house with many servants, something most people didn t have. The word for great house was per-ao or pharaoh. The hieroglyph looks like this: (Even today we sometimes refer to The White House, where the president lives, instead of the president by name.) The Pharaoh wore a two part crown because long ago Egypt was two countries. Each part had different kings, crowns, and symbols. Northern Egypt Southern Egypt Lower Egypt Upper Egypt Red Crown White Crown Papyrus Plant Lotus Flower Cobra Vulture

30 30 Around 5,000 years ago Menes united Egypt to become the first pharaoh of the Two Lands. He combined the two crowns into one so it looked like this: 4 Ask students if they can find a bowling pin shaped crown on the pharaoh s head. That is the white crown of Upper Egypt. The back part is the red crown of Lower Egypt. Pharaoh was not considered to be a normal human ruler, because ancient Egyptians believed their pharaoh to be the human form of the god Horus. They thought the pharaoh could control weather, flooding of the Nile, the growth of food crops and the health of animals. He is holding two special objects, a crook (like a shepherd uses to control sheep) and a flail (like a farmer uses to beat grains of wheat free from the stem.) The pharaoh never actually herded sheep or separated grain. Ask students why they think the pharaoh is shown with the crook and flail. 3. Ask students if they think ancient Egyptians treated their god-king, the pharaoh, like a regular person. In fact, they didn t. They believed pharaoh was always right and they treated him specially. What the pharaoh didn t like was considered a crime, so it was important to keep the pharaoh happy. Explain that they often brought him presents and that they were expected to kneel down and touch the ground with their foreheads when they met the pharaoh. Hebi, the man on the left of the carving, is presenting gifts to the pharaoh. Ask students whether they think he has finished bowing down, or is about to, and why. 4. It might sound like being pharaoh was all fun, but remind students that being a godking is hard work. The pharaoh had to lead many religious ceremonies and also had to run the government. Most pharaohs had a vizier, who was their top helper (sort of like the vice president), and then ruled each nome (region or state) of Egypt through nomarchs (governors). Egyptians didn t use money. Ask students how they could have paid taxes. (They paid with goods and working on projects like the pyramids.) When a pharaoh died, the people believed his ka (spirit) rejoined the gods and continued to protect Egypt, so they built special tombs to protect his mummy. The most famous are the pyramids. 5. Ask students what material they think the picture of Hebi was made on, how it was made and to hypothesize why it might have been created. 6. Ask students to make a list of things they would like about being pharaoh and things they wouldn t like with at least five items on the two lists. Then, ask them to write either a complex sentence or a simple paragraph explaining why they would (or would not) like being a pharaoh. Interdisciplinary Links 1. Art The Newbery Honor winning book The Egypt Game by Zilpha Snyder describes how the children playing the game make their own Egyptian regalia. After students have read the book work with the art teacher to make the double crown of the pharaohs. Materials needed for each crown are: 64 inches of 11.9-inch wax paper (enough to go around the head 3 times) 2 pieces of red construction paper (8 ½ x 11 ) 2 pieces of aluminum foil, each about 6-8 wide Tape, stapler, scissors, and pencil