Ancient Egypt

Maple Creek Middle School

Team 4: Liz Bell, Jim Morris, Janice Schmidt, Anne Shaw, Michelle Wiest,
Ross Wilkinson

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 Ancient Egypt

Objective: To have students gain a better understanding of the ancient

Egyptian culture as well as the role Egypt played in the development of
society and culture.

Overview:
Students have been introduced to the 17 Cultural universals (Paul
Butterworth) through a variety of activities that focus on their own culture
and past. During this unit they will be connecting their knowledge of the
universals with elements of the Egyptian culture.

Relevant grades: 6/7

Timeline: 2 weeks for teacher led activities, 3-4 weeks of expert

group/independent study

Learning outcomes: (based on Grade 6 British Columbia curriculum)

Describe ways social and economic organizations satisfy needs and
wants in a variety of cultures
Assess the relationship between cultures and their environments
Describe daily life, work, family structures, and gender roles in
Canada and the world
Analyze how a societys artistic expression reflects its culture
Demonstrate appreciation of contributions of a variety of cultures to
Canada and the world

Resources:
Outlook 7: Ancient World text (Oxford press; by Toutant/Doyle)
Works consulted frame (courtesy Summit Middle School)
Sample works consulted (courtesy Summit Middle School)
Fact gathering sheets

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Activities:
1.) Teacher directed:
Geography / Basic Needs
Socioeconomic Structure
Religion Gods

Possible activities during teacher taught time:

Timeline
Afterlife game
Gods picture and or trading cards
Newspaper

2.) Expert Groups: (students in groups of 3)

Mummification
Pyramids sphinx
Hieroglyphics papyrus paper
Pharaohs Upper/Lower Egypt (government) wars
Clothing/fashion (jewelry/makeup)
Daily life housing/roles of family members/jobs/education
Transportation Nile/boats/chariots
Food/farming diet
Sciences medicine/astronomy/math
Art relief

Each expert group will be responsible for teaching to the class about their
topic. There will be a set number of questions for each group that must be
covered in the lesson. The groups are also responsible for written work(s)
and visual presentation(s). Each group will be given options on what they can
present/create. What each group chooses to do for their activities will
depend on the amount of work required from each activity.

3.) Ancient Egypt mini dictionary

4.) Ancient Egyptian Gods trading Cards

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Additional ideas if time permits
Egyptian luncheon
Webquests and good sites:
http://www.windarooss.qld.edu.au/Main_Pages/Egypt_Webques
t/welcome.htm
http://www.sctboces.org/teachercenter/webquests/Gina/egypt
.htm
http://www.geocities.com/sseagraves/ancientegyptlessonplans.
htm
online quiz for carlos emory site
http://tlc.ousd.k12.ca.us/cv/projects/egypt_zimmerman/eg_qu
est.html
http://carlos.emory.edu/ODYSSEY/EGYPT/homepg.html
http://www.ancientegypt.co.uk/menu.html
http://dailynews.yahoo.com/fc/Yahooligans/egyptancient

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Name: Date:
Cultural Universals
By Paul Butterworth

The 17 cultural universals are the elements that are common in all
cultures.

1. Art 10. Medicine

2. Clothing 11. Music
3. Communication 12. Recreation
4. Economics 13. Religion
5. Education 14. Superstitions
6. Family 15. Tools
7. Food 16. Traditions
8. Government 17. Transportation
9. Housing

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 Expert Group Questions

Mummification

1. What is the story of the first mummification? (Oriris his sister wife
Iris and the seth.)
2. Necropolises were not always on the right side of the law even though
they were the law. What is the story of Al-Mamum the Caliph of
Baghdad? So is Khutus great treasure is still undiscovered?
3. After the incense is burnt (a good idea in a warm climate) what is the
opening of the mouth ceremony?
4. Canopic jars Duamutef, Imesty, Hapy or Qubehsenuct. Over 400
meters of linen was used in wrapping? What is linen made of- and why
linen?
5. Embalming- why was salt (natron) used?
6. Who performed the mummification and how does Horus, Wedjatey,
Dedi, Book of the Dead, Shabti, Anubus, Feather of Truth, and Ammit
the Devourer fit in?
7. What is a sarcophagus? What is the curse of Tutatnkhamum? Why is
ka important to keep your nose out of other peoples business? What
role did amulets play?
8. Bastet had nine lives and their mummification was equally important?
9. What types of objects were left in the tomb/
10. What was the resurrection ceremony?

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Expert Group Activities

Mummification
a) Teaching
Produce and present a play which explains the steps of
mummification
Using the poster you created, explain the steps involved
with mummification
Produce a power point presentation explaining the steps
of mummification
b) Written work
Write a short description of the mummification process
c) Visual presentation
Create a poster of the steps involved with mummification
Create a pamphlet for the mummification process like you
are trying to get customers
Create a life size mummy casket
Make a canopic jar (http://www.dia.org/education/egypt-
teachers/art/ruddy/activity.html )

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 Expert Group Questions

Pyramids sphinx
1. What was the Ziggurat of Ur? What was the reason for building
pyramids? What did the pyramids symbolize in the world creation?
2. Why is Giza one of the Seven Wonders of the Ancient World and
what were the other six?
3. How were pyramids built and why did Egyptians not use the wheel in
construction? What simple tools did they use? What tools do we still
use today?
4. Why did the Egyptians not use slaves to build pyramids? Why was it
an honor to be employed in the construction of the pyramids and what
were the dangers?
5. Where were the quarries of limestone? How were they transported?
6. How did the labors live, eat and were they paid? What were the
working conditions like particularly the climate?
7. What were the roles of the overseer, vizier, and architect? Were
there changes to the original construction as the pyramids built?

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 8. Expert Group Activities

Pyramids sphinx
a) Teaching
Produce and present a play which explains the steps of
making a pyramid
Using the poster you created, explain the steps involved
with building a pyramid
Produce a power point presentation explaining the steps
of building pyramids and their inner chambers
b) Written work
Write a report on the Great Pyramid
Write a tour brochure for the sphinx and pyramids
Create an Egyptian dictionary explaining the terms
associated with the pyramids
d) Visual presentation
Construct and label a pyramid
Construct a sphinx
Create a lever system like the ones used to move the
obelisks
Draw the inner chambers of a pyramid be sure to
explain what each chamber is for

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 Expert Group Questions

Mummification

1. Explain the myth describing the first mummification.

2. What supplies and tools were needed for the embalming and
mummification processes?
3. Describe the steps involved in the embalming and mummification
processes. What is a sarcophagus?
4. What is the opening of the mouth ceremony?
5. Which type of people were mummified in Ancient Egyptian society and
why?
6. Explain the important role of canopic jars. What did they hold? What
were they made of? What did they look like?
7. What did the Ancient Egyptians believe happened to people after death?
8. Describe the Journey to the Afterworld. Which gods played roles in the
journey?
9. What types of items were buried with the dead and why? What are
amulets?
10.What role did cats and Bastet play in Ancient Egypt? Why were cats also
mummified?

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Expert Group Activities

Mummification
e) Teaching
Produce and present a play which explains the steps of
mummification
Using the poster you created, explain the steps involved
with mummification
Produce a power point presentation explaining the steps
of mummification
f) Written work
Write a short description of the mummification process
g) Visual presentation
Create a poster of the steps involved with mummification
Create a pamphlet for the mummification process like you
are trying to get customers
Create a life size mummy casket
Make a canopic jar (http://www.dia.org/education/egypt-
teachers/art/ruddy/activity.html )

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 Expert Group Questions

The Pyramids and Sphinx

1. Why did the Ancient Egyptians build pyramids?

2. What was the spiritual significance of the pyramids?
3. How were the pyramids built? Why did Egyptians not use the wheel in
construction?
4. What simple tools did they use? Which tools do we still use today?
5. Why didnt the Egyptians use slaves to build pyramids? Why was it an
honor to be employed in the construction of the pyramids?
6. What were the dangers involved in building the pyramids?
7. Where were the quarries of limestone? How was the limestone
transported?
8. How did the labourers live? What did they eat, where did they live
and what did they do during their off hours? Were they paid? What
were the working conditions like, particularly the climate?
9. What were the roles of the overseers, viziers, and architects during
the pyramids construction? Were there changes to the original
construction as the pyramids were being built?
10. Why was the Sphinx built? What was its role?

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 11. Expert Group Activities

Pyramids sphinx
c) Teaching
Produce and present a play which explains the steps of
making a pyramid
Using the poster you created, explain the steps involved
with building a pyramid
Produce a power point presentation explaining the steps
of building pyramids and their inner chambers
d) Written work
Write a report on the Great Pyramid
Write a tour brochure for the sphinx and pyramids
Create an Egyptian dictionary explaining the terms
associated with the pyramids
h) Visual presentation
Construct and label a pyramid
Construct a sphinx
Create a lever system like the ones used to move the
obelisks
Draw the inner chambers of a pyramid be sure to
explain what each chamber is for

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 Expert Group Questions

Hieroglyphics papyrus paper

WRITING

1. Describe the plant from which papyrus is made. Where is it found?

How did this plant influence Egyptian art and architecture?

2. Describe the process of making papyrus? What was papyrus used for
besides writing material?

3. What modern English word comes from papyrus?

4. Why did the ancient Egyptians need to develop a system of writing?

What was the name of the system they developed?

5. How did the development of writing change the lives of the ancient
Egyptians?

6. What is a cartouche? What was it used for?

7. For many years modern people were unable to read hieroglyphics.

What discovery finally allowed us to decipher this form of writing?
When was this discovery made? Explain how this discovery allowed us
to understand hieroglyphics.

8. Make a cartouche with your name in it. Be prepared to teach others

how to do the same.

9. What was learned from the Ahmes Papyrus?

10. Egyptian tombs contained a great many hieroglyphics. What did these
hieroglyphics tell about?

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 Expert Group Activities

Hieroglyphics papyrus paper

a) Teaching
Produce and present a play which explains the use of
hieroglyphics and papyrus paper
Using the poster you created, explain the steps involved
with making papyrus paper
Produce a power point presentation explaining the steps
of making papyrus paper
Create a poster explaining simple hieroglyphics and the
use in Egyptian society
e) Written work
Write a short report on the Rosetta Stone
Explain in a report the different symbols used in
hieroglyphics
Write a report on the process of paper making with
papyrus
f) Visual presentation
Create a poster of the steps involved with making
papyrus paper
Make a chart of hieroglyphics and their meanings as if
your were to teach hieroglyphics like we teach ABCs
Create a coloring book from hieroglyphics
Make Simulated Papyrus
Papyrus scrolls were made by taking slices of the inner
part of the papyrus stem and arranging them in
perpendicular layers. The layers were then covered with
linen and flattened by a stone to get the juices to leak
out. Once dried, the layers were stuck together. You can
use another water plant to do this. Cut the flat leaves of
cattails and soak them in a bucket of water. You may
want to add a teaspoon of bleach to kill the pond smell.
After they are good and soaked, rinse and replace the
water, but this time use a much smaller amount. Add glue
or wallpaper paste to the mix. Have the children lay a
piece of paper towel down, and then criss-cross the

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cattail fronds. Cover with a wet piece of cotton cloth,
smooth out with a rock, and remove the cloth. Let dry.
The paper towel can be trimmed so you don't see it from
the front, but keep it on the back to help hold your
papyrus together. Children can use their papyrus to
create Egyptian art or to write their names in
hieroglyphics.

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 Expert Group Questions

Pharaohs Upper/Lower Egypt (government) wars

SOCIAL ORGANIZATION

1. What basic belief determined how the ancient Egyptians spent their
lives?

2. Why was mummification so important to the ancient Egyptians?

3. The social organization of ancient Egypt was a pyramid with the

pharaoh at the top. Describe the rest of this pyramid. What
responsibilities did each level of the pyramid have?

4. What does the word pharaoh mean? Why did the pharaoh have such
great power?

5. The many great works of the ancient Egyptians, pyramids, tombs,

artwork, etc., couldnt have happened if their culture had not been
structured as it was. Explain why this is so.

6. Create a timeline of ancient Egypt. During what periods of time did

the Old, Middle and New Kingdoms exist?

7. What is a dynasty? How many dynasties were there in ancient Egypt?

8. At first, there were two Kingdoms in ancient Egypt. When were these
kingdoms united? Which pharaoh accomplished this?

9. Ancient Egyptians were not governed by any written law. The word of
the pharaoh was law. How does this differ from Canadian life today?
What might be good or bad about the Ancient Egyptian system?

10. While there were a great many pharaohs, some are more famous today
than others. When did the following live? Why are they remembered?

Khufu (Cheops)

Ramses II

Akhenaten (Amenhotep)

Tutenkhamen

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 Expert Group Activities

Pharaohs Upper/Lower Egypt (government) wars

a)Teaching
Produce and present a play which explains the importance
of Upper and Lower Egypt
Using the poster you created, explain the reasons for
uniting Upper and Lower Egypt
Produce a power point presentation explaining the
reasons for uniting Upper and Lower Egypt
b) Written work
Write a short description of the reasons for uniting
Upper and Lower Egypt
Write a letter from a queen or pharaoh to ensure your
legacy continues
(http://wwwfac.wmdc.edu/HTMLpages/Graduate/TI/pag
es/LRB/lp2.htm)
c) Visual presentation
Create a poster explaining Upper and Lower Egypt
Create a trivia game based on the Pharaohs

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 Expert Group Questions

Clothing / Fashion

Describe the clothing worn by different classes.

1.) What fabrics did they use and where did the fabrics come from?
2.) What were the different styles of clothing for men and women and for
different classes?
3.) What did the Egyptians wear on their feet? How did they make the
footwear?

Describe the cosmetics used by Egyptians.

4.) Who wore cosmetics?
5.) What materials did they use?
6.) Why did they wear cosmetics?
7.) How did Egyptians feel about hygiene (keeping clean)? What did they do
to look, feel and smell pleasant?
8.) What did the Egyptians do with their hair?

Describe the jewellery worn by Egyptians.

9.) Who wore jewellery and why did they wear it?
10.) What styles and materials were popular?

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 Expert Group Activities

Clothing/fashion (jewelry/makeup)
a) Teaching
Have a fashion show detailing the clothing, make-up and
jewelry of Ancient Egypt
Using the poster you created, explain the different
styles and fashions of Ancient Egypt
Produce a power point presentation showing and
explaining the clothing and fashion of Ancient Egypt
b) Written work
Write a short description of the clothes and fashions of
Ancient Egypt
Write a how to for putting on make-up on a queen or
pharaoh
c) Visual presentation
Create an outfit worn by a typical Egyptian in ancient
times
Create a head and colour it with make-up and jewels
Create a line of jewelry to sell at an Egyptian market
Create an Egyptian wig

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 Expert Group Questions

Daily Life
10 Questions on Daily Life

Describe the houses of the different classes of Egyptians.

1.) What materials did they use?
2.) What style or structures were common?

Describe daily life for women and girls.

3.) What were her responsibilities in the household?
4.) What could she do outside the house?
5.) How were the lives of rich women and poor women different?

Describe daily life for men and boys.

6.) What were his responsibilities in the household?
7.) What could he do outside the house?
8.) How were the lives of rich men and poor men different?

Describe Egyptian education

9.) Who went to school? How was it taught and what did they learn?

Describe Egyptian leisure activities

10.) What were some fun, social or recreational activities the Egyptians
enjoyed?

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 Expert Group Activities

Daily life housing/roles of family members/jobs/education

b) Teaching
Produce and present a play which shows the differences
in daily life for different groups of people in ancient
Egypt
Using the poster you created, explain the daily life in
ancient Egypt
Produce a power point presentation explaining the
faucets of daily life in ancient Egypt
b) Written work
Write a report explaining the different roles of family
members in Ancient Egypt
Create a job description for two typical jobs in Ancient
Egypt
Create an Egyptian dictionary explaining the terms
associated with daily life in Ancient Egypt
Write journal entries of an Ancient Egyptian showing how
he or she spent the week. Describe responsibilities and
leisure activities
c) Visual presentation
Construct and label an Egyptian house
Make a mail order booklet for typical items used in daily
life
Make a diorama of an Egyptian scene

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 Expert Group Questions

Transportation

1. What was the main source of transportation in Egypt?

2. What types of boats did they have and what purpose did they serve?
3. What were Egyptian boats made from?
4. What were the Egyptians main transportation routes?
5. How did Egyptians get around on land?
6. Did all people have access to all types of transportation?
7. Did status in society determine who used what types of transportation or
what goods were carried?
8. What was transportation used for?
9. During wartime how did soldiers get around?
10. How did Egyptians use transportation in the construction of the
pyramids?
11. How did the invention of the wheel help the Egyptians?

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 Expert Group Activities

Transportation Nile/boats/chariots
a) Teaching
Produce and present a play which shows the different
forms of transportation in ancient Egypt
Using the poster you created, explain the forms of
transportation in ancient Egypt
Produce a power point presentation explaining the forms
of transportation in ancient Egypt
b) Written work
Write a paragraph on the different forms of
transportation in Ancient Egypt
Write a report explaining the uses for the modes of
transportation in Ancient Egypt
Write a brochure for people wanting to purchase modes
of transportation in Ancient Egypt
Create an Egyptian dictionary explaining the terms
associated with forms of transportation in Ancient Egypt
c) Visual presentation
Construct and label a chariot
Construct and label a boat used on the Nile
Create a relief map of the Nile

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 Expert Group Questions

Food/Farming

1. What were the staple foods of the Egyptians?

2. How did the foods eaten by the wealthy differ from the poor?
3. Were their special foods that were eaten at celebrations or festivals?
4. How did the Nile aid in the types of food that was grown?
5. Did Egyptians that lived further from the Nile eat different foods than
those who were in closer proximity to the river?
6. How did the seasons effect the production of different foods?
7. Explain the process of harvesting?
8. Who was in charge of the cooking? Harvesting?
9. How did the Egyptians get the water from the Nile to their farming
areas?
10. Did the Egyptians raise any livestock on their farmland?
11. What other purposes did food have besides eating?

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 Expert Group Activities

Food/farming diet
a) Teaching
Produce and present a play which shows the different
forms of farming and food in ancient Egypt
Using the poster you created, explain the influence the
Nile had on farming
Produce a power point presentation explaining the forms
of farming and food produced in ancient Egypt
Produce a diagram and explain the process of irrigation
Draw and label 2 diagrams, one which shows what a
wealthy dinner table would look like and the other, a poor
dinner table
b) Written work
Write a paragraph on the use of the Nile for farming
Write a report explaining the crops grown in Ancient
Egypt
Write a flyer for people wanting to purchase food in
Ancient Egypt
Write a paragraph
Create an Egyptian dictionary explaining the terms
associated with food and farming in Ancient Egypt
c) Visual presentation
Construct and label a farm along the Nile
Cook a traditional Egyptian meal
Construct a detailed diagram of the
planting/farming/harvesting cycle

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 Expert Group Questions

Science

1. What mathematical concepts and principles were used by the ancient

Egyptians?
2. In what ways are Egyptian math and math today similar and different?
3. How did math help the Egyptians to solve everyday problems?
4. Explain the Egyptians system of measurement?
5. What did ancient Egyptians believe regarding astronomy?
6. How did the ancient Egyptians develop an accurate calendar and how did
the calendar benefit society?
7. What were some of the simple machines invented by the Egyptians and
what were they used for?
8. How did engineering advancements transform ancient Egyptian life?
9. What were the medical beliefs and practices of the ancient Egyptian
doctors and surgeons?
10* What scientific legacies did the ancient Egyptians pass on to future
civilizations?
11. What role did religion play in the sciences?

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 11. Expert Group Activities

Sciences medicine/astronomy/math
a) Teaching
Produce and present a play which shows the different
sciences in ancient Egypt
Using the poster you created, explain the influence of
the sciences had on Ancient Egyptian and modern society
Produce a power point presentation explaining the
different sciences developed by Ancient Egyptians

b) Written work
Write a report on the medicines of Ancient Egypt
Write a report on the simple machines invented by the
Egyptians
Write a report on the development of the Egyptian
Calendar
Write a report on the use of astronomy in Ancient Egypt
Write a report on the use of math in Ancient Egypt
Create a brochure for people wanting to apply to science
jobs in Ancient Egypt
Create an Egyptian dictionary explaining the terms
associated with the sciences in Ancient Egypt
Create a Venn diagram showing the similarities and
differences between Egyptian math and todays math
system
Create a Beginners Guide to Egyptian Medicine using
diagrams to support your written information
Write a report about how life today might be different
if it were not for the scientific developments of the
Ancient Egyptians
c) Visual presentation
Construct and label an astronomical chart of Ancient
Egypt
Create a math poster simple addition will do teaching
the number system of Ancient Egypt
(http://www.eyelid.co.uk/calc.htm)

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 Create a math poster teaching the Egyptians system of
measurement
Create models of some of the simple machines used by
the Ancient Egyptians. Explain each machine on a card.
Create a poster listing the Top Ten scientific
accomplishments of Ancient Egypt

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 Expert Group Questions

Egyptian Art
1.What types of artwork did Egyptian artisans and craftspeople create?
2.What are frescoes and where were they found?
3.What types of materials and tools did Egyptian artisans use?
4.What styles and colours did Egyptian artisans most popularly use?
5.Which types of figures were commonly portrayed in Egyptian art?
6.What were some of the most popular motifs or symbols used in Egyptian
art? What did these symbols represent?
7.How did Egyptian artists learn their craft?
8.How was art important to the Egyptians?
9.How has pictorial information left by the Egyptians helped modern
historians learn about this ancient culture?
10.What artistic legacies did the ancient Egyptians pass on to future
civilizations?
11.What role did religion play in the arts?

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 Expert Group Activities

Egyptian Art
Teaching
Produce and present a play which shows the life of an
Egyptian artist
Produce a slide show on Ancient Egyptian art
Create an Ancient Egyptian art gallery and take the class
on a guided tour
Using the poster you created, explain the influence of
the arts on Ancient Egyptian and modern society
Produce a power point presentation explaining the
different arts introduced by Ancient Egyptians
* Make sure to include numerous visuals
b) Written work
Write a report on the different art forms of Ancient
Egypt
Create a brochure for people wanting to become an
Egyptian artist
Create a booklet explaining how to identify Ancient
Egyptian art. Make a check list of all the qualities the
work should have
Create an Egyptian dictionary explaining the terms
associated with arts in Ancient Egypt
c) Visual presentation
Create artwork based on Ancient Egyptian art. Explain
the technique, tools, and symbols used on a card.
Create a picture dictionary showing various types and
styles of Egyptian Art and terms associated with the
arts.
Get Styrofoam meat trays and fill them with Plaster of
Paris. Put a paper clip into the plaster to use as a hanger.
After the plaster has hardened, remove it from the tray
and draw a scene in Egyptian style on the plaster with a
pencil. Next, paint the scene with acrylic paints. After
the scene is painted, outline the objects in black. Your

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 Egyptian relief is now ready for presentation. Explain
technique, tools and symbols used on a card.
Make a gold relief. Get a large, thin, disposable foil
trays. Spray paint the tray black. Place a stack of
newspapers under the tray. Using a ballpoint pen, draw
or trace a scene on the tray. Make sure that you bear
down hard with the pen to make an impression in the foil.
Rub gold "Rub and Buff" over the scene. The tray will
turn gold, but the details of the scene will show up in
black. Mount the tray on a piece of cardboard or foam
core board. Explain the technique, tools, and symbols
used on a card.
Draw like an Egyptian
(http://www.cmi.k12.il.us/Urbana/projects/AncientCiv/eg
yptdraw/egyptdraw.html )
Create a poster showing the interior of an Ancient
Egyptian artists studio. Include works of art, tools,
supplies, sketches, etc.

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Name:
Ancient Egypt Mini Dictionary

During the course of studying Ancient Egypt, you will discover new words
and renew your understanding of familiar words. Using the empty
dictionary pages provided, you will be creating an Ancient Egypt Mini
Dictionary. The list of words below must be in your dictionary. You are
also welcome to add more words that you find. Definitions for the
words can be found in the Ancient Worlds textbook, on the Internet
sites, or even in a dictionary. For each word you will be giving a
definition as well as drawing a picture to show your understanding of the
word.

Adobe Kohl Peret

Akhet Levers Pharaoh
Amulets Locusts Priest
Canopic Jar Lower Egypt Pyramids
Cataracts Middle Sarcophagus
Craftworker Kingdom Scarab
Deities Mummification Scribe
Delta Natron Shait
Embalm New Kingdom Shemu
Fertile Valley Nile Sphinx
Grave robbers Obelisk Upper Egypt
Henna Ochre Valley of Kings
Hieroglyph Old Kingdom Vizier
Horus Osiris
Imhotep Papyrus

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35
 Name:
Egyptian Gods Trading Cards

From researching the Egyptian gods, you will be creating a set of trading
cards. The set of 12 (yes, 12 twelve) cards will include a picture and name on
one side, name and important information on the other side.

Name of god
Who the god
was connected to
Hometown (city
associated with)
Description and
meaning of symbols
Myth how
Horus God of
they got status
Responsibilities

Side One Side Two

Assessment: How you will be marked

Aspect Minimally Meeting Meeting Expectations Fully Meeting Exceeding Expectations

Expectations Expectations
Cards - information - information - information - information complete
incomplete complete limited complete and and thoroughly
- Summary does detailed detailed detailed
not show - Summary indicates - Summary indicates - Summary indicates
understanding of basic good understanding excellent
god understanding of of god understanding of god
god

Conventions - Frequent errors in - Some errors in - May include errors in - Generally correct;
simple words and spelling, punctuation, complex language, but may include occasional
structures and grammar that do do not interfere with errors but does not
-No control of not interfere with meaning affect meaning
sentence structure; meaning - Most sentences - Sentences are varied
often includes run- - May include some correctly constructed and well constructed
on sentences weakly constructed
sentences

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