Ancient Egypt Unit Study Gr.

7
The following items are included in the unit study kit and must be returned to HCOS: 1. 2. 3. 4. 5. Parent/Student Guide The Greenleaf Guide to Ancient Egypt The Usborne Encyclopedia of Ancient Egypt (referred to as Usborne Ancient Egypt in lessons) Life in Ancient Egypt The Pharaohs of Ancient Egypt 6. Kingfisher Atlas of the Ancient World 7. Atlas of the Bible Lands 8. Ancient Egypt: A journey back in time, DVD *Parent guide is available online with clickable links: http://www.onlineschool.ca/rooms/library/ resource_kits/index.php Scroll down page and click on the kit name.

Ask your online teacher for a password for the Discovering Education website for access to the video clips. http://www.discoveryeducation.ca Historical Fiction available from HCOS library: HEN HUN
MCG

The cat of Bubastes : a tale of ancient Egypt G.A. Henty. Angela Elwell Hunt ction three books - Dreamers Brothers Journey

Mara, daughter of the Nile

Other Resources available from HCOS library: Recommended: What in the World? Volume 1 CD by Diana Waring - 4 Disc audio set Creation to Christ True Tales Complete Ancient Civilizations and the Bible by Diana Waring - 3 disc audio set Egyptian Treasures: Mummies and Myths by Jim Weiss - 1 audio cd Check for more books and resources on the library website: http:// library.heritagechristian.ca/common/ welcome.jsp;jsessionid=53FE9492B6CB08E061A7BA4332E9221A?site=100

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Creating Timelines
In her writings, Charlotte Mason recommended preparing a handmade Time Line Book (originally called a Museum Sketch Book; sometimes called a Book of the Centuries). This activity is based upon one of the major keys to motivation: the active involvement of students in their own learning. Students learn by doing, making, writing, designing, creating, and solving. Creating this Time Line Book is a marvelous way for students to not only be actively involved but to pull it all together and grasp the ow of biblical and historical events. In a short period of time, students can complete an illustrated time line page that tells a story, resulting in immediate feedback that is satisfying and rewarding. Then, as your students learn historical facts, they will make notes and sketches in their book, on the appropriate dated page, about famous people, important events, inventions, wars, etc There are many versions of timelines you can make: a wall timeline, notebook, lapbook, computer generated or purchased book. See examples here: http://heartofwisdom.com/homeschoollinks/craeting-a-timeline-book/ HISTORYThrough the Ages Historical Timeline Figures help tremendously when putting the puzzle of history together. They allow you to follow across eras of time using illustrated gures to represent people and events key to world history. Using them on a wall will allow you to see the global picture, or you can use them in a notebook for portability that will become both a valuable resource and treasured keepsake! Timeline forms to print: http://www.donnayoung.org/history/timeline.htm http://www.homeschooling-ideas.com/homeschool-timeline-templates.html To Set Up Your Time Line Book you will need: 1. A three-ring notebook with a clear-plastic pocket cover 2. Blank 8.5 X 11 pages 3. Smaller lined pages (8.5 x 11 cut down to 8.5 x9) 4. A three-hole punch 5. Glue sticks 6. Optional: Clip art or Software Decide upon the units of time you will use (decades, centuries, etc.) to divide your time line into segments. The nice thing about the notebook style timeline is that its cumulative; every years study can be added in. You can continue this time line as you study later periods by adding pages. As you study each period, there will be

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times when you will document decades on one page, and other times when you will document several centuries on one page. Place the appropriate section of the time line across the top of each 8.5 x 11 page to represent increments. The shorter lined pages will go in between these pages to hold notes. If there is not room on your time line to include all of your chronology, cull some of the dates or add pages with larger segments that leave more room. Illustrate Pages - On the blank pages add illustrations. Utilize the Internet. Thousands of illustrations, maps, Christian clip art, etc., are available on the Internet. You can also draw your own illustrations, use illustrations from the web or trace or photocopy the illustrations from Reproducible Maps, Charts, Time Lines and Illustrations (What the Bible Is All About Resources). Add Notes and Outlines to Lined Pages - On the lined pages add notes or outlines about key events or people. Write a brief summary for each event, development, or invention. Include: Who did it? When did it occur? What it was. Where it occurred? Why it was important? Write a short biography for each person you research. Information that you may include: birth and death dates, where they were born, where they died, what they did that was important, etc.
Here are some creative options for students to use to record their work. There are many websites and yahoo groups which have a lot of information as well as free resourcesjust do a search!

Big Book of Books and Activities: an illustrated guide for teachers, parents, and anyone who works with kids! by Dinah Zike is available from the HCOS library http://www.dinah.com/ About Lapbooks and Lapbooking Lapbooking is the term for taking a paper file folder and refolding it so that there are two covers on the front. It is held vertically, with the 11 inch long side being held in a vertical position. It is refolded so that one cover opens to the left and the other cover opens to the right. This lapbook is dedicated to one topic of study. The child then makes miniature books and little folded flaps about content of that subject area. Those little books are glued to the inside of this lapbook. Extensions can be made, with card stock paper or tag board paper, to make the lapbook have more surfaces in which to place books. The cover can be decorated. About Notebooks and Notebooking The big difference between notebooks and lapbooks is that in lapbooking the information is made into tiny books which are glued inside of a file folder. With notebooking a child may make little books but they are glued into pages which are 3 hole punched and put inside of a 3 ring binder notebook. With notebooking, regular pages can be added as well as pressed leaves or other objects. In other words the notebook pages might just be flat and not have "mini books" in them. Also some people use notebooks like scrapbooks and can add in things like pressed flowers, real dried leaves, photographs your family took, et cetera. Notebooking can

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cover a whole subject such as Ancient History and may hold an inch thick stack of papers, while lapbooking is smaller/thinner and holds less information. Subjects for lapbooking may cover smaller topics such as Ancient Egypt or Pyramids. Sites for lapbooks & notebooking: Homeschools share have many free resources! http://www.homeschoolshare.com/lapbooking_resources.php www.knowledgeboxcentral.com Lapbooking 101 http://lapbooking.wordpress.com/ Lapbook lessons http://www.lapbooklessons.com/

Flapbooks http://www.unitstudies.com/books/index.aspx

More website links are available through the Weblinks library: http://www.onlineschool.ca/php-bin/links/
Egypt Websites: http://www.ancientegypt.co.uk/ http://www.eyelid.co.uk/index.htm http://www.ancient-egypt.org/ http://www.virtual-egypt.com/ http://www.livius.org/index.html http://www.fsmitha.com/h1/index.html http://www.mrdonn.org/ancienthistory.html http://www.bible-history.com/ http://www.timelineindex.com/content/home/forced

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Dear Parent and Student,

In this unit study you will be learning about Ancient Egypt, its people, beliefs, society and their impact on the world. You will also see how the Lord is evident throughout all of history. Please read How to Use this Guide in the Greenleaf Guide pg. 1 -4. At this grade level it is expected that the student should be able to work independently. Decide together what activities you will do and what kind of format to use. A student who is most comfortable using a computer may want to type everything, whereas an artistic student may choose to do a lapbook. Feel free to adapt any of the activities to suit your student. If they want to do a power point instead of a report, encourage them to do so! The use of the internet is important for research and many websites are included. Create a notebook where you will record your answers to discussion questions and include your essays. Reading assignments are noted by page number, but you will need to refer back and review when covering a new topic. The use of the internet is important for research and many websites are included. You will need to create a timeline which you will add to throughout your study of history. Vocabulary words are given in each chapter. Read page 9 for suggestions on how to use them. Reading historical fiction is a great way to learn more about the time period. Suggestions are given in the guide.

There are 12 lessons which may take up to 24 days to complete, depending on how much time is spent each day (2-3 hours). Plan your schedule keeping the due date of the kit in mind (remember that the kit must be ready to send back about 5 days before it is due because of travel time). Specific learning outcomes are noted, but there are others you may cover ie. Bible, Language arts, Art. Enjoy your study!

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Lesson 1 The Nile: Its effect on civilization

Watch: Ancient Egypt a Journey Back in Time DVD, 50 minutes. Read: Life in Ancient Egypt pg. 4 7, 12 13 Usborne Ancient Egypt pg. 78 79, 92-93 The Pharaohs of Ancient Egypt pg. 24-27 Greenleaf Guide pg. 5-7, pg. 19

Activities: Greenleaf Guide pages 5-6:

1. Answer questions 1 4 in your notebook as well as the following: 2. What is the relationship between the Nile ooding and prosperity? 3. What impact did the Egyptians have on their environment? Write a paragraph to describe. ie. waste, pollution, building 4. Research Egypts economy and trade. Options: 1. What exports or trade-goods from Egypt are mentioned in the Bible? (Is. 19:6-10, 2 Chron. 1:16-17, look up others). Create a chart of trade goods 2. Read the story of Jacobs brothers going to Egypt to buy food. Discuss the traffic, the trade and the businesses that supplied food to the region. 5. Do number 5 by tracing or print off a map of Egypt and label including: Label the land of Goshen in the Nile delta Label the land of Midian Divide Egypt into Upper Egypt and Lower Egypt map trade routes from Africa to Europe and the Near East Or do number 6 on page 7. For maps refer to: Atlas of the Ancient World pg 12, Atlas of Bible Lands pg. 48 and Usborne Ancient Egypt pg. 14

Lesson 2 How Do we Know What Ancient Egypt was Like?

Watch: Discover Education Clip - Living History: Living in Ancient Egypt [20:00] Read: Greenleaf Guide pg. 9 15 Decide whether or not to assign the full reading of The Pharaohs of Ancient Egypt pg. 3 -19 or just read the summary given in the Greenleaf Guide pg. 10. Usborne Ancient Egypt pg. 6-14 Activities: Greenleaf Guide: 1. Do the Cryptogram pg. 13 2. In your notebook, answer discussion questions 5 & 6 on page 15 3. Create a timeline to record important dates. See Note at beginning of this Parent guide. 8/1/2013 Revised

Lesson 3 Kingdoms of Ancient Egypt

Read: Life in Ancient Egypt Usborne Ancient Egypt The Pharaohs of Ancient Egypt viewpoint), 29 49 Activities: 1. Timeline: add government changes from the start of Egypt to its fall in 30 BC See dates in G.G. page 43 46 and Atlas of the Bible Lands pg. 52 & 53 2. Write a paragraph describing how the two kingdoms were united. 3. Answer the following questions in the Greenleaf Guide on page 20: #5, 6 and 7. pg. 8 - 11 pg. 16-23, 42-43 pg. 20-24 (written from an evolutionary

Lesson 4 Pharaoh Cheops and the Great Pyramid

Watch: Discovery Education clip - Elementary Video Adventures: Ancient Times Read: Greenleaf Guide pg. 21 - 22 The Pharaohs of Ancient Egypt pg. 50-63 Life in Ancient Egypt pg. 18 -19, 26-27 Usborne Ancient Egypt pg. 19, 48-49, 52-55, 66, 67, 72 Activities: Greenleaf Guide pg. 22 1. Do questions 1 & 2 2. Add to your timeline see Time Chart on pg. 52 53 in Atlas of Bible Lands

Lesson 5 Everyday life in Ancient Egypt

Read: Life in Ancient Egypt pg. 14 17, 22-25 Usborne Ancient Egypt pg. 74 96 Also refer to Pharaohs of Ancient Egypt pg. 45-50 Activities: 1. Write a journal entry as if you were an Ancient Egyptian. Use these questions to help you write about the details: What level of society are you? What kind of clothing do you wear? What does your home look like? Do you have a job? If so, what are the conditions like? What kinds of foods do you eat? Describe the

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architecture around you. Which machines, conveniences or technology do you use everyday? Do you go to school? Do you play an instrument? What skills do you use? What are your beliefs? What or whom do you fear? Whom do you admire? What are the major difference between your life and modern life? 2. Use a pyramid to illustrate the hierarchy of an ancient culture (e.g., slaves, farmers, builders, merchants, scribes, priests, rulers). Compare levels of citizenship and treatment of both women and men this culture. Answer the following questions: What is the signicance of the pyramid shape to represent hierarchy? Is it applicable today? How does this hierarchy compare to Canadian Culture? Who determines a persons place in the pyramid? Are all societies hierarchical? How are values and beliefs reected in peoples daily lives? Give specic examples, such as: values and beliefs related to individuality, equality, ownership, spiritual beliefs, arts, education, physical strength and skill.

3. Make a chart of innovations Egyptians made in technology, art, medicine etc. and how these innovations affected their culture ie., adapt to and modify their environments - satisfy their needs - increase exploration and trade - develop their cultures. 4. Research their forms of communication: Collect as many different graphic forms of communicating information as you can nd (e.g., graphs, tables, charts, maps, photographs, sketches). Compare the advantages and disadvantages of the various forms you found and rate them from most useful to least useful. Explain your reasons for rating them the way you did. Would this order change for different civilizations or if you found different sources? Useful site: http://ancienthistory.about.com/library/bl/bl_maps_index.htm How did communication affect trade, promote culture, education etc? Make your own Papyrus paper Compare the use of papyrus to our use of e-mail

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Lesson 6 Pyramids and Life After Death

Read: Greenleaf Guide Life in Ancient Egypt Usborne Ancient Egypt Activities: Greenleaf Guide pg. 24 pg. 23-24 pg. 20-21 pg. 56-72

1. Do questions 1, 3 and 4. 2. Add to your timeline; include rulers, inventions and important events. Time Chart on pg. 52 53 in Atlas of Bible Lands

Lesson 7 Land of Topsy-Turvy

Read: Greenleaf Guide pg. 25-27 The Pharaohs of Ancient Egypt pg. 64-79 Usborne Ancient Egypt pg. 18-21 Activities: Greenleaf Guide pg. 27 1. Do Questions 1, 3 and 6. 2. Read the account of Joseph in your Bible. 3. Research one of the following areas using books and the internet. Write a report or do an activity. Questions and suggestions are given for some topics: Art (see art questions) Architecture ( see architecture questions) Medicine Science and Technology (see suggestions) Slavery Mummies Make your own mummy! 4. Add science and technology discoveries to your time line. Art Questions 1. What posture do the ancient Egyptians exhibit in their portraits? 2. Which parts of the body are in prole and which are facing you? 3. What kinds of postures do the gures have? 4. How did the artist decide what size to make the gures? 5. Is there any background scenery? Any writing? Animals? An object? 6. Do any of the pictures look three-dimensional? 7. Can you tell where the gures are in relation to one another or do they seem to oat in the air? 8. Look at sculptures of people. Were the sculptures painted? 9. How were the eyes made?

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10.Do the gures seem real or symbolic? 11.How skillful were the sculptors? 12.What two plants are symbolic of upper and lower Egypt? 13.What types of paints or pigments did the ancient Egyptians use? 14.What types of homes did the workmen and their families live in? 15.Add illustrations of art to your report. Architecture Questions 1. What types of structures were built? 2. What materials were used? 3. Where did they get the materials? 4. Were special materials or tools developed? 5. What type of machinery was used? 6. Where were the structures located? 7. What were they used for? 8. Were they public or private? 9. What features are distinctive of the style? 10.Draw a sketch of the building 11.Create a Model of the building Science and Technology Choose an activity: 1. Write a summary about technology & science at least 4 paragraphs long and add illustrations. 2. Make a chart of science and technology discoveries. List the discoveries in one column and the descriptions in another column and explain how it affected their culture in the third column. 3. Make a model of one type of technology used. Ie. a book, irrigation system, star map, chariot.

Lesson 8 Queen Hatshepsut

Watch: Discovery Education clip - Female Pharaohs [56:00] And Elementary Video Adventures: Great Egyptians Read: Greenleaf Guide pg. 29-30 The Pharaohs of Ancient Egypt pg. 80-96 Usborne Ancient Egypt pg. 24-25 Activities: Greenleaf Guide pg.30 1. You are a reporter in Egypt and are interviewing the Queen near the end of her reign. Use the discussion questions to help gather the information. Then write your interview. Or, write a report using the questions. 2. Research women in ancient Egypt.

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Women of Ancient Egypt had a unique position in the ancient world. They could enjoy many of the same legal and economic rights as men, within the same social class. Write an autobiography as if you were a woman in Ancient Egypt. Include: 1. What kind of clothes, perfume and, jewelry do you have? 2. What do you look like? 3. What domestic duties do you perform? 4. Describe your home 5. What holidays do you observe? 6. What do you do for fun? 7. What hardships do you face? 8. What are your beliefs? 9. Describe how world, national or local events have affected you. 3. Add to your timeline any Egyptian women mentioned in the Bible ie. Hagar, Potiphars wife, Asenath, daughter of Pharaoh who rescued Moses.

Lesson 9 Thutmose the Third

Read: Greenleaf Guide pg. 31-33 The Pharaohs of Ancient Egypt pg. 97-118 Activities: Greenleaf Guide pg.31 1. Do question 1. Then compare these governments to Canadian political and legal systems. Create a table with similar/differences comparing Canada to Egypt try to live for a half day in each which is better? 2. Do question 9 and read Exodus as suggested. 3. Research the life of Moses. Write an essay about the personal character of Moses. Use examples from his life and comments in the Bible to support your statements.

Lesson 10 The Exodus

Activities Greenleaf Guide pg. 32-33 1. Research the plagues and which Gods were represented. Create a chart. 2. Read Exodus 12. Using resources that describe Passover, chart the similarities between the feast and the original historic event.

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3. Watch the1956 Cecil B. DeMille movie The Ten Commandments (available for rent at video stores). Make a list of anything that contradicted scripture

4. Make a collage or poster entitled Exodus. Use magazine photos, drawings, internet pictures etc. to depict the feeling of journeying away from oppression and toward the unknown. 5. Create a Map of the journey and the various destinations including the 40 years in the desert, until they reach the promised land - see Atlas of Bible Lands pg. 14 as well as maps located in Bibles, and search on the internet. 6.

Lesson 11 Pharaoh Akhnaton and Pharaoh Tutankhamon

Read: Greenleaf Guide pg. 35-37 The Pharaohs of Ancient Egypt pg. 119-152 Usborne Ancient Egypt pg. 26-29 Activities: Greenleaf Guide pg.36 1. Do questions 1 through 8, 10 & 11. 2. Add to your timeline.

Lesson 12 Pharaoh Ramses the Second and the Decline of Egypt

Read: Greenleaf Guide pg. 41-42 The Pharaohs of Ancient Egypt pg. 153-164 Usborne Ancient Egypt pg. 30-31, 36-38 Activities: Greenleaf Guide pg.42 1. Do questions 2 -4, 6 and 7. 2. Create a mural or collage of various rulers in ancient Egypt. 3. Add to your timeline.

Grade 7 - Ancient History/Early Civilizations, Creation to 500 A.D. Learning Outcomes.

Students will choose three different cultures that existed between Creation and 500 A.D. to study this year. Specifically, the will look at:
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Society and Culture - How did various cultures meet common needs, preserve their identities and adapt to change? What were the effects and consequences of contact and conflict between ancient cultures? What are some connections between current cultures and ancient cultures? Students will describe daily life, work, family structures, and gender roles in selected ancient cultures. Through their study, students will demonstrate an understanding of the concept of civilization and will demonstrate their understanding of events as part of a chronological series. Politics and Law - Outline the evolution and purpose of rules, laws, and government. Compare the concept of the individual in early societies to that of today and compare ways in which ancient governments acquired and used power and authority. How did ancient civilizations define membership and citizenship? How have ancient systems of laws and government contributed to current Canadian political and legal systems? Economy and Technology How were the settlement patterns, economies, and occupations of ancient peoples influenced by their physical environments? Describe various ways ancient peoples exchanged goods and services. How did technological innovations impact the lives of ancient peoples? Describe the contributions of ancient cultures to science and technology and compare ancient and modern means of communication. Environment How have peoples interactions with their physical environments changed over time? What has been the impact of natural processes and human-induced changes on communities? During their studies, students will construct, interpret, and use graphs, tables, scales, legends, and various types of maps. Portfolio Submissions A minimum of 3 samples for each portfolio including at least two samples from group A. At least one sample of map work should be included at some point during the year and at least one sample per portfolio should be written. Where possible, please include any outlines the student created and the process by which the student determined whether a source was reliable or not. If an oral report is completed please submit a tape recording of the report. A

A written or oral report that shows the student is able to defend a position on a global issue by considering competing reasons from various perspectives. A written, oral, or audio-visual presentation using more than one form of representation (written and oral, audio-visual with a paper-based hand-out, etc.) and utilizing information from both primary and secondary sources. A project where the student designs, implements, and assesses detailed courses of action to address national problems or issues. A written sample that shows the students understanding of one or more of the above topics researched using a body of information from primary archaeological and historical evidence and secondary print, non-print, and electronic sources.

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A list of books, audio-visual materials, or multi-media that the student has learned from. A eld trip log. Map work (showing the ability to locate and describe major geographic features and selected nation states of the world and the ability to interpret and use graphs, tables, aerial photos, scales, legends, and various types of maps) Answers to comprehension questions

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