History: Ancient Egypt Lesson 1

Main teaching Activities - Differentiation Plenary

LO: To investigate images from Ancient Egypt Planned by Matilda Munro for Two Temple Place, 2015

Children to return to their original table and look at the list of

questions generated for that image on the sugar paper.

Each pair on the topic table to choose a question from the list

to write on a post-it. Children must record which image their

question refers to (they are numbered).

CT to collect in questions and children can have a go at

answering some of them.

CT to point out the difference between knowing something, and

using our knowledge to make an intelligent guess.

Post-its and images to be displayed in future lessons to be

referred to – working wall if possible.

RESOURCES

Bold = in pack

Not bold = needs to be provided by school

1 magnifying glass per group

Sugar paper

Whiteboard pens

Marker pens

Post-its

Image for whiteboard for modelling in main teaching:

http://www.britishmuseum.org/collectionimages/AN00244/

AN00244330_001_l.jpg

Images for table:

These links take you to a page where the high res image is

available, and the pages also contain paragraphs of information

about each image for the teacher’s reference.

Activity – MA groups

1 laminated image on piece of A3 paper per table. (It has been

assumed there are 5 tables)

Groups to rotate around the tables so they see all the images.

At their table, children to have time to answer the ﬁrst two

questions around the picture using whiteboard pens.

Children to record their questions onto sugar paper.

CT to determine how long to spend at each table – probably

longer to start off with, and less time at the end when they’ll

mostly be reading what previous groups have come up with.

EAL / SEN:

Mixed ability groups, images, modelling, word bank

Speaking frame:

I think this might be … because …

G&T:

Thinking skills developing inference & deduction. Referring

to evidence to justify opinions.

Assessment

CT to photograph or photocopy the laminated sheets at the

end of the lesson (ideally colour).

These photos can be shrunk to be put in books if required.

Children can write comments on the activity in their books

while it’s fresh in their mind.

Ideally laminated sheets and chosen post-it questions should

be displayed throughout unit.

Final lesson will return to these questions to see how many have

been answered.

Success Criteria:

I know that places change over time.

I can look at an image and think about what it teaches me.

I can ask questions inspired by an image.

CCL – Art (looking at images), English (questioning, speaking

and listening), History skill: Inference and deduction

Explain to children that over the next three weeks they are going

to be learning about Ancient Egypt (AE).

Today they are going to be detectives and see what they can

ﬁnd out about AE by looking at pictures.

Tell them there are three key questions today. The ﬁrst two are:

1. What can you see?

2. What does this tell you about AE?

Show image from a tomb painting (see link in Resources list) and

model going through the questions above.

Details on the image can be found here http://www.britishmuseum.

org/explore/highlights/highlight_objects/aes/n/nebamun_hunting_in_

the_marshes.aspx

First - What can you see? Ask children to talk to the person next

to them about what they can see. Share ideas. CT to model

annotating around picture.

Explain that guesses are ﬁne – especially if they can explain why

they think that.

E.g. I think this might be a weapon because it looks like he’s about

to hit the bird.

Second - What does this tell you about AE?

You can see a boat – so you know that the Egyptians knew how

to build boats.

What skills do they have?

Hunting, woodwork, painting (the image itself is a painting)

What can you tell about the climate?

Must be warm as he’s not wearing much!

What do you think the relationship is between the people?

E.g. I think the one below might be a servant because she is

sitting down and smaller…

Main teaching Plenary

http://www.britishmuseum.org/explore/highlights/highlight_objects/

aes/f/fragment_of_painted_plaster_-4.aspx

http://www.britishmuseum.org/research/collection_online/collec-

tion_object_details.aspx?objectId=161746&partId=1&searchText

=ancient+egypt+painting&images=true&page=2

http://www.britishmuseum.org/research/collection_online/collec-

tion_object_details.aspx?objectId=112653&partId=1&searchText

=YCA67998&page=1

http://www.britishmuseum.org/research/collection_online/collec-

tion_object_details.aspx?objectId=112643&partId=1&searchText

=ancient+egypt+painting&images=true&page=2

http://www.britishmuseum.org/research/collection_online/collec-

tion_object_details/collection_image_gallery.aspx?assetId=6846

64001&objectId=114910&partId=1

Now you’ve thought about all this evidence your eyes are giving

you, and using your prior knowledge.

The ﬁnal question is a bit trickier:

What questions does this image put in your head?

What does this picture make you want to know about the

Ancient Egyptians?

Split children into pairs and then share some questions. Children

to record one question between two onto a post-it note. CT to

collect questions

Explain main activity and emphasise there are no wrong

answers if you can justify yourself.

History: Ancient Egypt Lesson 1 Continued

LO: To investigate images from Ancient Egypt Planned by Matilda Munro for Two Temple Place, 2015

History: Ancient Egypt Lesson 2

LO: To know how Egypt changed over time Planned by Matilda Munro for Two Temple Place, 2015

Main teaching

CCL – Numeracy (number line), Literacy (speaking and

listening, sequencing, comprehension) History skill: Inference

and deduction, evaluating evidence

Explain that today we’re going to be thinking about Egypt and

how it has changed over time.

DO NOT GIVE OUT WORKSHEETS UNTIL AFTER ACTIVITY 4.

Ask children to do Activity 1. Explain that they will have a pack

of images on their table. They need to look at what the photos

show, and sort them out into two groups:

Did they originate in Egypt recently?

Or did they originate long ago?

Mini Plenary:

What have you said is recent?

Why did you think that? What clues did you use?

Discuss some of the modern pictures:

Cairo Museum is where a lot of the antiquities are now stored.

Aswan Dam was built to generate electricity, but now the

Nile does not ﬂood. After next lesson they should appreciate

consequences of this further.

Suez Canal – built in the 19th century – key shipping route to India.

Q: How would a boat have got to India from England before the

canal was built?

Now focusing on ancient pictures. Put modern to one side. Ask

children to do Activity 2. Explain to them you know it’s a difﬁcult

thing to do, and they’re probably thinking it’s impossible! But if

they look carefully, and think hard, they should be able to make

some kind of sequence, with a few reasons.

Emphasize there is no wrong answer if they can justify themselves

[e.g. step pyramid probably comes before Pyramid of Giza as it

looks older (crumblier) and it’s a more basic structure than a

perfect pyramid is – easier to make steps than slopes].

Activities - Differentiation

Activity – MA groups of 3

Activity 1:

Sort images in pack into two groups “Recently” and “Long ago”

Activity 2:

Put ‘recent’ images to one side.

Try to put ‘long ago’ images into chronological order.

Activity 3:

Children to match text to the correct image.

Activity 4:

Children to use comprehension skills, and inference and deduction

to reorganise their timeline using the extra text information.

Activity 5:

Worksheets

EAL / SEN:

Mixed ability groups, images, modelling, word bank. HA child

supporting with reading.

Speaking frame:

I think this might be a recent creation because …

I think this might be from long ago because …

G&T:

Higher ability children to read aloud text to group in Activity

3 and ensure all children are involved in group discussions.

Thinking skills developing inference & deduction. Referring to

evidence to justify opinions.

Plenary

Children to share what they learned that surprised them.

What did they ﬁnd challenging about this activity?

Why?

What skills do they think they have used or developed in this lesson?

RESOURCES

Bold = in pack

Not bold = needs to be provided by school

Image pack

Text pack

Ideally teachers will laminate the images so they can last for

future year groups.

Worksheets – not to be given out until after Activity 4

History: Ancient Egypt Lesson 2 Continued

LO: To know how Egypt changed over time Planned by Matilda Munro for Two Temple Place, 2015

Main teaching

Mini Plenary:

Some children to share their order and why.

E.g. Which image did you think was the earliest? Why?

Which image did you think was the most modern? Why?

What order did you put the pyramid images in? Why?

CT should not say which is right or wrong – you are simply

sharing reasoning.

Ask children to do Activity 3

And then Activity 4

Finally, give out the worksheets. Children to complete the missing

gaps on the timeline using the information in front of them.

Assessment

Success Criteria:

I understand that the past can be divided into periods.

I can look at images and deduce if they are of modern things

or ancient things.

I can use my comprehension skills to put artefacts into

chronological order.

History: Ancient Egypt Lesson 3

LO: To understand the signiﬁcance of the Egyptian landscape to Ancient Egyptians Planned by Matilda Munro for Two Temple Place, 2015

Main teaching

CCL – Geography - Rivers, English – Reading comprehension

skills.

Begin by revising modern uses of rivers: (religious reasons, transport,

washing, food, irrigation)

Explain that all these reasons were reasons for using a river

thousands of years ago too.

Show children images of Egypt.

Satellite image of Egypt: https://en.wikipedia.org/wiki/Sea_Peoples#/

media/File:Satellite_picture_of_the_Nile_Delta,_Egypt.jpg

Egyptian beach:

https://commons.wikimedia.org/wiki/File:Al-Mahmya_Beach,_

Hurghada,_Egypt.jpeg

Felucca on the river:

https://commons.wikimedia.org/wiki/File:Nile_felucca_01_

(3647293760).jpg

People washing clothes in the river:

https://commons.wikimedia.org/wiki/File:Egyptian_Types_e_

Scenes_-_Washing_in_the_Nile_(n.d.)_-_front_-_TIMEA.jpg

Q: What can they see in each picture?

Q: What can they see that would make life in Egypt difﬁcult?

Q: What can they see that would make life in Egypt easy?

Discuss particular signiﬁcance of the Nile given the rest of the

country is a desert.

Show children map of Ancient Egypt.

http://www.ancientegypt.co.uk/geography/explore/arch.html

Q: What do they notice about the locations of all the towns?

(they are all near the river)

Q: Why do you think that is?

Information from the British Museum’s website:

The Ancient Egyptians thought of Egypt as being divided into two

types of land, the ‘black land’ and the ‘red land’.

The ‘black land’ was the fertile land on the banks of the Nile. The

Ancient Egyptians used this land for growing their crops. This was

Activities - Differentiation

Activity – MA groups

Children to use laptops and British Museum website for support.

http://www.ancientegypt.co.uk/geography/explore/fea.html

Children need to complete the boxes around the picture of the Nile, using the

information on the website to help them. The website shows an interactive map

of the geographical features of Ancient Egypt. If laptops or computers are not

available then either the activity could be completed as a class, or individual

fact ﬁles could be made using the information from the website.

EAL / SEN:

Supported in MA groups and visual support from laptops.

G&T:

If they complete the work, they can complete the challenge game (involves

numeracy and co-ordinates)

Assessment

Success Criteria

I know that the landscape is made of different geographical features.

I understand that some features beneﬁt people, and some make life more

challenging.

I know about the signiﬁcance of different aspects of the Egyptian landscape.

Plenary

Q: What do you think it would have been like

to live in Ancient Egypt?

Q: Herodotus, an Ancient Greek historian

described Egypt as ‘the gift of the Nile’ – why

do you think this is?

RESOURCES

Bold = in pack

Not bold = needs to be provided by school

Laptops

Worksheets

Main teaching Continued

the only land in Ancient Egypt that could be farmed because a layer of rich, black

silt was deposited there every year after the Nile ﬂooded.

The ‘red land’ was the barren desert that protected Egypt on two sides. These

deserts separated Ancient Egypt from neighbouring countries and invading armies.

They also provided the Ancient Egyptians with a source for precious metals and

semi-precious stones.

Ask the children to complete the Main Activity.

History: Ancient Egypt Lesson 4

LO: To learn about how the Ancient Egyptians recorded information Planned by Matilda Munro for Two Temple Place, 2015

Main teaching

CCL – English

Tell the children that if they were students in Ancient Egypt, a job

they would have really hoped to get would be that of a scribe.

Q: What is a scribe? [comes from Latin – scribere – to write].

Apprentice scribes were promised high status (like professional

footballers today), a good amount of money and immortality

through their writing. One ancient papyrus reads: “Man decays,

his body turns to dust – but writing causes him to be remembered”.

Today – you can join their ranks because you are going to be

learning how to write like an Ancient Egyptian scribe!

Code cracking:

Q: What is Ancient Egyptian writing called? [Hieroglyphics –

hiero = sacred, glyph = carving] They started writing like that 5000

years ago until 400 AD (1600 years ago). After that, they wrote in

another language called Demotic and everyone forgot how to

read and write hieroglyphs. It was an unbroken code. Then: 1799,

Rosetta stone, same text written in Ancient Greek, demotic and

hieroglyphs. Humans could read Greek but no one could break

the code. Then a Frenchman cracked the code. He also

discovered that the Pharaoh’s names were written inside ovals

called cartouches.

The Children’s University of Manchester has good animated

explanation of hieroglyphs:

http://www.childrensuniversity.manchester.ac.uk/interactives/history/

egypt/hieroglyphs/

Ask the children to complete Activity 1

Explain to the children that some hieroglyphs represent sounds,

and others represent meaning.

Ask the children to complete Activity 2

Activities - Differentiation

Activity – MA groups

Activity 1:

Children to have statements of fact about the Ancient Egyptian

language.

Children to discuss with their partner whether this is similar to

English and other languages they speak, or different, and why.

Activity 2:

Children to complete mix and match activity. Can they match

the hieroglyph to the meaning? (some are harder than others!)

Activity 3:

Each table to have a copy of the Egyptian ‘alphabet’ and

determinatives.

Children to write their own names in their books, and then choose

a determinative. Children can decorate their writing with beautiful

colouring in as the Egyptians were huge fans of bright colours.

EAL / SEN:

Supported in MA groups. Visual support.

Speaking frame:

I think ___ is similar/different to English because _____.

G&T: Can they invent their own hieroglyph for some abstract

nouns? Love, jealousy, hate.

Assessment

Success Criteria

I understand that the ancient Egyptians spoke and wrote their

own language.

I know that some symbols they used represented sounds, and

others represented meanings.

I can write my own name in hieroglyphs.

Plenary

Children to share the determinative they chose and why.

Can anyone think of their own hieroglyph for a word? (G&T could

share what they have done)

RESOURCES

Bold = in pack

Not bold = needs to be provided by school

Fact statements about hieroglyphs

Mix and match hieroglyphs with meanings

Egyptian alphabet (1 A3 per table recommended)

History: Ancient Egypt Lesson 4 Continued

LO: To learn about how the Ancient Egyptians recorded information Planned by Matilda Munro for Two Temple Place, 2015

Main teaching

Show the children an approximate Egyptian alphabet. Say that

the vowels are approximations because the Egyptians didn’t often

write them. Also explain that the Egyptians wanted words to look

neat, so you wouldn’t necessarily write them in a string, but rather

put long ﬂat ones on top of each other.

Explain that you can add a ‘determinative’ symbol to give your

name more meaning. This is kind of the equivalent of us saying

Mr, Mrs, Doctor, Professor etc. This usually goes at the end of

the name.

Model writing your own name using the alphabet, and choosing

your own determinative.

Ask children to complete Activity 3

History: Ancient Egypt Lesson 5

LO: To discover the religious beliefs of the Ancient Egyptians Planned by Matilda Munro for Two Temple Place, 2015

Main teaching

CCL – RE

The Ancient Egyptians believed in many different gods and goddesses. Each one

with their own role to play in maintaining peace and harmony across the land.

Q: Why are gods and goddesses important to societies?

Q: What other religions do you know of that believe in more than one god?

The Ancient Egyptians believed that it was important to recognise and worship

these gods and goddesses so that life continued smoothly.

Read children the story from British Museum website

about what the Ancient Egyptians believed about the

creation of the world.

http://www.ancientegypt.co.uk/gods/story/main.html

Stop at key points to check understanding etc.

Q: What other creation stories do you know?

Discuss appearance of some Egyptian gods. Although some had body parts of

animals, they did not worship animals.

Q: Why do you think the Ancient Egyptians might have shown their gods

with features of animals?

Explain and model the main activity to the children.

Background info for teachers from the British Museum

http://www.ancientegypt.co.uk/staff/resources/discussions/d15/teachersheet.html

The Ancient Egyptians believed in many gods and goddesses who watched

over different aspects of life in Ancient Egypt. For example, there were gods

who took part in creation, some who brought the ﬂood every year, and some

who took care of people after they died.

Some gods and goddesses in Ancient Egypt were identiﬁed with particular

animals. There was often a connection between the god or goddess and the

actions of the animal. For instance, the goddess of war named Sekhmet was

sometimes shown with the head of a lion to demonstrate that she was ferocious.

There were two main types of religion and worship in Ancient Egypt. They

can generally be termed ‘formal’ and ‘informal’. In order to understand the

importance of gods and goddesses in ancient Egypt it is important to distinguish

between formal and informal worship.

Certain gods and goddesses were part of the ‘formal’ or ‘state’ religion. These

deities had temples built to honour them. Most people were not allowed into the

temples, thus, they were not involved in the day-to-day worship of these deities.

Activities - Differentiation

Activity – MA groups

Children to use British Museum website to create fact ﬁles about

the Ancient Egyptian gods.

http://www.ancientegypt.co.uk/gods/explore/main.html

Children to start with:

Atum, Osiris, Isis, Seth, Nephthys, Horus

For each god, children to record how their name is written in

hieroglyphs, describe their appearance, explain what they are

god of, and any other important info.

Extension: Can choose other gods to research from the website.

EAL / SEN:

Supported in MA pairs and visual support from website.

Speaking frame:

____ is the god of -____

______ looks like ________ in drawings.

G&T:

Research additional gods of their choice from website.

Assessment

Success Criteria

I know that the Ancient Egyptians believed in many gods.

I know some of the gods’ names and what they were the god of.

I can describe how some of the gods looked.

Plenary

Show pictures of gods from Egyptian art.

Which god is being represented here?

How do you know?

RESOURCES

Bold = in pack

Not bold = needs to be provided by school

Laptops if possible – otherwise teachers will need

to print out information from website or ﬁnd other

resources for children to research from.

Fact ﬁle worksheets

Main teaching Continued

The worship of these deities fell to the temple priests and the

pharaoh who performed rituals in the temples.

The ‘informal’ or ‘popular’ religion was centred upon deities who

offered protection against the dangers of everyday life, such as

snake bites, pregnancy and childbirth. People regularly

worshipped these deities in their homes.

History: Ancient Egypt Lesson 6

LO: To understand the burial traditions in Ancient Egypt Planned by Matilda Munro for Two Temple Place, 2015

Main teaching: Burial Traditions

CCL – Science: the process of embalming and preserving,

R.E: burial rituals, English: role-play, speaking and listening,

reading comprehension.

Introduction:

Look at various pictures and photographs of mummies, allow the

children a few minutes to discuss the pictures.

Q: What are these pictures of?

Q: Why do they look like this?

If the children know they are mummies, ask them what they know

about the process of mummiﬁcation.

Q. Why did Ancient Egyptians mummify their dead?

The Ancient Egyptians believed that when someone died, their

soul left their body. The soul would then return and be reunited with

the body after it was buried. However, the soul needed to be able

to ﬁnd and recognise the body in order to live forever.

Use http://oi.uchicago.edu/OI/MUS/ED/mummy.html to show

children the process of mummiﬁcation. Children to come out

and do the various processes.

Explain to the children that they are going to work in a group and

mummify (not really!) a person going through all the processes

that they have seen. Advise children that the whole process can

be broken into two major processes, Embalming and Wrapping.

Then look at British museum site on mummiﬁcation

http://www.ancientegypt.co.uk/mummies/story/main.html (section

on embalming only). More detail is given, whilst looking at this the

children can take notes on the processes involved in embalming.

Q. Why did Ancient Egyptians embalm their dead?

Q. Who is involved and what were they in charge of?

Advise children that before they carry out their mummiﬁcations

they will need to make some of their resources.

Activities - Differentiation

Activity 1: Mixed ability groups

CT to provide children with tick list of resources they need to make.

Give children 10 mins to make their resources with their group and

label them. Children to make hook, scalpel, organs, canopic jars.

Activity 2:

Role- play the process of embalming using the resources you

have made.

Children assigned the following roles:

Child 1: To be inspector of burial. (HA) To ask questions to

understand processes.

Child 2: To wash the body and add natron. Explain what you are

doing to inspector and why.

Child 3: To use scalpel and hook to remove relevant organs.

Explain what you are doing to inspector and why.

Child 4 and 5: To take these organs, wrap them in natron and

put them into canopics. Explain what you are doing to inspector

and why.

Child 6: To act as the mummy. (LA) To advise embalmers on

process throughout.

Activity 3:

Role-play the process of wrapping.

Children assigned the following roles:

Child 1: To be inspector of burial. (HA) To ask questions to

understand processes.

Child 2: To act as the priest and to read allowed the spells from

Plenary

Mini plenaries throughout.

RESOURCES

Bold = in pack

Not bold = needs to be provided by school

Balloons

Paper

Foil

Toilet rolls

Labels

Glue

Scissors

Tape

History: Ancient Egypt Lesson 6 Continued

LO: To understand the burial traditions in Ancient Egypt Planned by Matilda Munro for Two Temple Place, 2015

Main teaching

Q. What resources would we need?

Discuss with your talk partner what things you will need, e.g. canopic

jars, organs scalpel, hook, something to wrap body in etc.

CT to then model making a scalpel, and a canopic jar e.g. screw

up foil into a long stick. Then label it.

The Children’s University of Manchester also has good animated ex-

planation of mummiﬁcation process: http://www.childrensuniversity.

manchester.ac.uk/interactives/history/egypt/makeamummy/

Complete Activity 1

Mini plenary

Check resources and discuss the embalming processes again with

the class.

CT to model with another adult or G&T Activity 2 (embalming only).

CT to take on the role of inspector while other takes on the role of

embalmer.

Complete Activity 2

Mini plenary:

Pick group and gather children around. Get children to quickly run

through process while assessing whole class.

Then look at British museum site on mummiﬁcation

http://www.ancientegypt.co.uk/mummies/story/main.html (section

on wrapping only). More detail is given, whilst looking at this the

children can take notes on their WBs of the processes involved in

wrapping.

Activities - Differentiation

the ‘Book of the Dead’. Explain what you are doing to inspector

and why.

Child 3, 4: To wrap the body. Explain what you are doing to

inspector and why.

Child 5: To make the amulets. Explain what you are doing to

inspector and why.

Child 6: To act as the mummy. (LA) To advise wrappers on process

throughout.

EAL / SEN:

Modelled Activity, HA partners, visual aids/props. Role play. SEN

to act as mummy and to have the freedom to contribute when

they feel comfortable while learning through a multi-sensory

experience. E.g. Feeling, hearing, seeing processes.

G&T:

Use to model during plenary. Act as inspector during the main task.

Assessment

Success Criteria

I know that the Ancient Egyptians mummiﬁed their dead.

I know that mummiﬁcation involves embalming and wrapping.

I can describe some details from the mummiﬁcation process.

History: Ancient Egypt Lesson 7

LO: To understand the signiﬁcance of the pyramids Planned by Matilda Munro for Two Temple Place, 2015

Main teaching

CCL – R.E: burial rituals, English: role-play, speaking and listen-

ing, reading comprehension.

Show the children pictures of different pyramids and discuss how

they are similar and different.

Explain that the Ancient Egyptians believed that when the

pharaoh’s body was mummiﬁed after he died, this would mean

he would live forever. The pyramids are their tombs, designed to

protect both the buried body and his belongings. They are an

important way we have learned about Egyptian life – and death.

How do you think the pyramids have taught us about Egyptian

life and death? (paintings, belongings)

Where were the pyramids built? Why?

They were usually built to the west of the Nile, into the desert. The

land needed to be dry to preserve the body and belongings, but

the stones were transported on the river.

Show a picture of the Sphinx.

Does anyone know the name of this creature? What do you

think it is for?

It guarded the pyramids at Giza.

Explore the Giza pyramids as a class using the Children’s University

of Manchester website:

http://www.childrensuniversity.manchester.ac.uk/interactives/history/

egypt/pyramid_panorama/

You can also explore these tomb paintings by searching Google

for ‘Valley of the Kings, Panoramas.dk’ to ﬁnd stunning 360˚ visuals.

Activities - Differentiation

Activity – MA groups

Activity on laptops or as whole class.

http://www.bbc.co.uk/history/ancient/egyptians/launch_gms_pyra-

mid_builder.shtml

Interactive BBC pyramid builder game.

Children are taken through as if they are the Grand Vizier and

they have to make choices about location, building materials,

building team etc. Teachers could adapt this website to be a

group activity if laptops are not available.

EAL / SEN:

Supported in MA groups. Visual support.

Speaking frame:

I think we should choose ___ because _____

G&T: Can they explain why some choices would be inferior

to others.

Assessment

Success Criteria

I understand that the Ancient Egyptian pharaohs were buried in

pyramids.

I know that the location, building materials, labour team and

decoration were all signiﬁcant.

Plenary

Children to share the choices they made and why.

Resources for History Unit

History Lesson 1 – Main teaching:

History Lesson 1 – Main Activity Image 1

History Lesson 1 – Main Activity Image 2

History Lesson 1 – Main Activity Image 3

History Lesson 1 – Main Activity Image 4

History Lesson 1 – Main Activity Image 5

History Lesson 2 – Image pack

HIEROGLYPHIC SCRIPT

Hieroglyphic was one of the ﬁrst complete scripts to be used in Ancient

Egypt (around 3000BC).

The Ancient Egyptians used it for over 3500 years to record important

information.

THE TEMPLE OF KARNAK

The Temple of Karnak (begun around 1391 BC)

The Temple of Karnak is a large temple complex. Although the ﬁrst parts

of this complex were built in the Middle Kingdom, later pharaohs added

buildings, halls and chapels.

THE STEP PYRAMID AT SAQQARA

The ﬁrst stone pyramid built in Ancient Egypt was the ‘Step Pyramid’

around 2700BC.

The Step Pyramid was built at Saqqara for the pharaoh Djoser. It was

made by building several ‘steps’ or layers of stone on top of each other.

TUTANKHAMUN’S MASK

Tutankhamun was pharaoh from 1333 BC – 1323 BC.

When he was buried in the Valley of the Kings, he was wearing this

extraordinarily beautiful mask. It is solid gold, with the stripes made of

the semi- precious stone, lapis lazuli.

PYRAMIDS OF GIZA

Khufu’s pyramid at Giza - around 2600BC

The largest of the three stone pyramids of Giza was built for the pharaoh

Khufu (called Cheops by the Greeks). It stands 147 metres high and its

estimated weight is about 6,500,000 tonnes.

ROMAN STYLE MUMMY FROM FAYUM

The Roman Period (30BC - 395AD)

Egypt became part of the Roman Empire from around 30BC. Many

Roman citizens admired aspects of Egyptian culture. Some wealthy

Romans even paid to have themselves mummiﬁed after they died.

History Lesson 2 – Image pack Continued

IBN TULUN’S MOSQUE

In the 7th century (600s) the Arabs had taken over Egypt and began to

establish an Islamic state. Ibn Tulun’s mosque was built between 870 and

879AD. It is the oldest mosque in Egypt and the third largest in the world.

SUEZ CANAL

CAIRO MUSEUM ASWAN DAM

History Lesson 2 – Activity 5 – Worksheet LO: To know how Egypt changed over time

STEP PYRAMID AT

SAQQARA:

Dates:

Information:

TEMPLE OF KARNAK:

Dates:

Information:

ROMAN-STYLE MUMMIES:

Dates:

Information:

HIEROGLYPHIC TEXT:

Dates:

Information:

KUFU’S PYRAMID AT GIZA:

Dates:

Information:

TUTANKHAMUN’S MASK:

Dates:

Information:

IBN TULUN’S MOSQUE:

Dates:

Information:

History Lesson 3 – Worksheet

OASIS:

What is an oasis?

.............................................................................................

How were they used?

.............................................................................................

QUARRIES:

What stones were quarried?

.............................................................................................

What were they used for?

.............................................................................................

THE NILE:

What did the Nile give the people of Egypt?

.............................................................................................

Why did it ﬂood every year?

.............................................................................................

FERTILE LAND:

Where was the fertile land?

.............................................................................................

Why was it fertile?

.............................................................................................

How did farmers use the fertile land?

.............................................................................................

DELTA:

What is a delta?

.............................................................................................

What was the land like around the delta?

.............................................................................................

MINES:

What materials were mined?

.............................................................................................

What were they used for?

.............................................................................................

DESERTS:

What is the desert landscape like?

.............................................................................................

What positive effect did they have for Egypt?

.............................................................................................

Who lived in the desert?

.............................................................................................

Additional notes:

.............................................................................................

Challenge question:

Where was Upper Egypt and

where was Lower Egypt?

.......................................................................

What does that tell you about

the signiﬁcance of the Nile?

.......................................................................

History Lesson 4 – Activity 1 – Fact statements

Hieroglyphs can be written in many different directions - from left to right, from right to left

and downwards in columns.

You can tell which way to read the writing by the way the hieroglyphs are facing.

Smaller hieroglyphs can be written under larger hieroglyphs to make it look neater.

Writing neatly and making carvings or writing look beautiful was very important to Ancient Egyptians.

Some hieroglyphs represent sounds, others represent meanings.

A traditional greeting would have been to say ‘iy’ - meaning hi or hello.

It would be traditional to say ‘wedja ib-ek’ if someone was sad, meaning ‘cheer up!’.

Their word for ‘hug’ translates literally as ‘being within two arms’.

The Egyptians gave people titles to explain their job in society.

History Lesson 4 – Activity 2 – Mix and match hieroglyphs and meaning

Man

Woman

Gods

Tree

City

Storms of rain

Motions like

running or

walking

Hippopotamus

Boat

Child

House

Water

Bee

Land

History Lesson 4 – Activity 3 – Hieroglyphic ‘Alphabet’

HPR

HOUSE

MAN

WOMAN

GOD

B C D E F G H

History Lesson 5 – Fact File: Gods and Goddesses

Atun

Any other interesting information about this god?

What did they look like?

How was their name

written in hieroglyphs?

What were they god of?

Nephthys

Any other interesting information about this god?

What did they look like?

How was their name

written in hieroglyphs?

What were they god of?

History Lesson 5 – Fact File: Gods and Goddesses

Isis

Any other interesting information about this god?

What did they look like?

How was their name

written in hieroglyphs?

What were they god of?

Horus

Any other interesting information about this god?

What did they look like?

How was their name

written in hieroglyphs?

What were they god of?

History Lesson 5 – Fact File: Gods and Goddesses

Osiris

Any other interesting information about this god?

What did they look like?

How was their name

written in hieroglyphs?

What were they god of?

Seth

Any other interesting information about this god?

What did they look like?

How was their name

written in hieroglyphs?

What were they god of?