SlideShare a Scribd company logo
1 of 12
INEBI 6. UNIT 2 Ancient Civilisations h.1.3.: Egypt Dossier
INDEX:
Introduction
Location
Daily Life
Art Symbolism
Writing & Numeral System
Architecture
Eusko Jaurlaritza. Hezkuntza Saila. Lehen Hezkuntzako Ingelesa Edukien Bidez Proiektua 03-04 ikasturtea 1
INEBI 6. UNIT 2 Ancient Civilisations h.1.3.: Egypt Dossier
Introduction
The ancient Egyptians were fascinating people who settled in the Nile Valley
thousands of years ago.
At first, they survived by hunting animals and gathering fruits to eat.
Gradually the communities formed a very developed civilisation and around 5500 BC
people started to settle in the river banks and cultivate the land.
Every year in July the river inundated the valley during several weeks, the ancient
Egyptians learned how to canalise this water to use it during the rest of the year to
cultivate the land.
They worked the land very hard but saved time to enjoy family and friends, music,
parties and hunting.
Egyptians believed in life after death and animals were very important in Ancient
Egypt and that is the reason why most Egyptians gods had animal heads.
Location
As we mentioned above the Egyptian civilisation developed around the Nile valley.
The Nile is one of the biggest rivers in the world and runs along North East Africa
from the big lakes in Central Eastern Africa to the Mediterranean Sea.
The Nile valley is very long but the Egyptian civilisation was located in the lower part
of the river between the Red Sea and the Sahara desert.
This a more detailed view of Egypt at that time:
Eusko Jaurlaritza. Hezkuntza Saila. Lehen Hezkuntzako Ingelesa Edukien Bidez Proiektua 03-04 ikasturtea 2
Satellite view of the Lower Nile valley
Red Sea
Sahara Desert
River Nile
River Nile Valley
Lakes region
Upper Nile
Lower Nile
INEBI 6. UNIT 2 Ancient Civilisations h.1.3.: Egypt Dossier
And three even more detailed views of the same region:
Eusko Jaurlaritza. Hezkuntza Saila. Lehen Hezkuntzako Ingelesa Edukien Bidez Proiektua 03-04 ikasturtea 3
INEBI 6. UNIT 2 Ancient Civilisations h.1.3.: Egypt Dossier
Eusko Jaurlaritza. Hezkuntza Saila. Lehen Hezkuntzako Ingelesa Edukien Bidez Proiektua 03-04 ikasturtea 4
1 2
3
INEBI 6. UNIT 2 Ancient Civilisations h.1.3.: Egypt Dossier
Daily Life
Houses
Egyptian houses were made of mud bricks; everybody- rich and poor lived in mud
brick houses. The difference lay in how big they were and in the decoration.
Because the river valley is so narrow, the desert starts in few kilometres, and there
was no much space for building the houses were tall, sometimes up to 4 floors high.
The streets were narrow, crowded, noisy and filthy. The waste from each house was
stored in pits on the ground or simply thrown into the streets.
A typical town house had a front room which opened to the street and where the
work was done, then a second room used as a living room and further on a third room
used as bed room, with wooden beds and straw mattresses. At the back there was a
courtyard where the cooking was done.
Family Life
Egyptian society was based on family life, people lived in families.
Women run the family and had children while men cultivated the land. Compared with
other ancient civilisations, women in Egypt had quite a lot of freedom and many of the
same rights as men.
If a marriage was not a happy one, they could get divorced very easily and children
stayed with the mother and both parents were free to marry again.
Sons and daughters were valued the same and had free time to play with balls, toy
dogs and other games.
Education was based on money, because to go to school families have to pay.
So, only the rich and only boys went to school.
There were several types of schools: temple schools, village schools and more…
Boys started at the age of 5 and learned hieroglyphic script. After learning this they
also studied maths, history, literature geography, languages, religion astronomy,
medicine, engineering, architecture…
Eusko Jaurlaritza. Hezkuntza Saila. Lehen Hezkuntzako Ingelesa Edukien Bidez Proiektua 03-04 ikasturtea 5
Boys attending
school
INEBI 6. UNIT 2 Ancient Civilisations h.1.3.: Egypt Dossier
Feasting and fun
The Egyptians loved having fun. We know that because in their tombs we have
found lots of paintings of party scenes
Rich Egyptians offered big parties for their friends. In these parties enormous
amounts of food, such as meat of all types (birds, goats, cows, pigs) vegetables, brads
and fruit were served, not to mention wine and beer.
They ate and drank too much and enjoyed themselves with music and dancing.
Musicians played harps, lyres and flutes and dancers and acrobats performed.
Poor Egyptians relaxed at home with their families, telling stories and playing games,
after a day of hard work and after a dinner of bread, fish from the Nile and beer.
Egyptians also loved hunting animals such as crocodiles and hippos but hunting for
birds was the most elegant sport. Noblemen went hunting accompanied by their
servants and threw sticks at the birds to break their necks.
Clothes
They also liked fashion ad wore wigs in parties and ceremonies. Noble men clean
shaved their heads.
No Egyptian costume was complete without a selection of gold amulets, bracelets and
other ornaments.
Poor people also wore them but made of copper or wood.
Eusko Jaurlaritza. Hezkuntza Saila. Lehen Hezkuntzako Ingelesa Edukien Bidez Proiektua 03-04 ikasturtea 6
INEBI 6. UNIT 2 Ancient Civilisations h.1.3.: Egypt Dossier
Most clothes were made of linen; rich people wore fine linen and ordinary people
thicker linen made by themselves.
Egyptians used no shoes, sometimes wore sandals made of leather but most of the
time went barefoot.
Medicine and magic
Egyptian doctors were very much respected and usually passed their knowledge
from father to son. Once they have finished training and were recognized as doctors
they received a government salary.
Most doctors worked as GPs in the community but there were doctors in temples and
in the pharaoh’s palace as well.
Egyptian doctors understood quite a lot about the body. They knew that the heart
pumps blood to the body and knew the nervous system. They mended bones but they
believed strange things such as air, water and nerves passed through the heart as
well and that we humans thought with the heart and that the brain was useless.
They prepared drugs to cure diseases and also recommended rest and above all
hygiene.
To the Egyptians illnesses were caused by evil spirits entering the body, so prayers to
the Gods were important to cure people, That’s why there were doctors in temples as
well.
Art Symbolism
Animals were very important in ancient Egypt. Unlike other cultures whose gods
were more like people, most ancient gods had animal heads and a lot of artwork
represented them.
Cats especially were held in high esteem. They believed that cats had magic powers to
protect their homes and children from danger: That is the reason why we find so
many artistic representations of cats.
As we said at the beginning of this dossier Egyptians also believed in the afterlife.
They firmly believed that in the afterlife people enjoyed the same activities as in
real life. They prepared for the afterlife by filling their tombs with small and large
statues of pets, friends and family and with other things that they may need to keep
them company or to help them have a good time in their afterlife.
There is a scene of the Book of the Dead, which shows the journey to the afterlife.
The dead person is in the Hall of Judgement. Osiris, god of the underworld and of
rebirth presides the scene sitting in his throne and wearing a tall crown and looks like
a mummy.
Eusko Jaurlaritza. Hezkuntza Saila. Lehen Hezkuntzako Ingelesa Edukien Bidez Proiektua 03-04 ikasturtea 7
INEBI 6. UNIT 2 Ancient Civilisations h.1.3.: Egypt Dossier
Anubis, the jackal god of mummification is there too, balancing the result of the dead
person’s life. Behind the dead stands Isis, wife and sister of Osiris.
The statue of Anubis was part of a tomb. He is raising his hand performing
purification rites over a mummy. During the funeral these rites were performed by
priests wearing jackal masks to impersonate Anubis. The figure is shown in a typical
Egyptian pose. He wears the feather costume of the gods and stands on a base
decorated with designs that symbolise tombs and palaces.
Coffins were also pieces of art that showed the status of the dead person. The
richer the decoration the more powerful an aristocrat was.
They used to decorate the coffins with symbols of rebirth, gods and goddesses and
protective animals such as cats and scarab beetles were also common.
Writing and
Numeral System
The ancient Egyptian language is one of the oldest languages of the world.
It was spoken from about 4,000 years ago until the 11 th century AD when Arabic
replaced it.
This ancient language was written down in two ways: Hieroglyphic script and a
simplified version called hieratic script.
The decipherment of hieroglyphs was made possible by the discovery of the Rosetta
Stone.
The Rosetta Stone was found in 1799 by Napoleonic troops in Egypt. The stone is
written in three languages: At the top in hieroglyphs, in the middle the same text in
demotic script and at the bottom in Greek.
Because the text was identical
in both languages they could
understand the hieroglyphs.
Eusko Jaurlaritza. Hezkuntza Saila. Lehen Hezkuntzako Ingelesa Edukien Bidez Proiektua 03-04 ikasturtea 8
Hieroglyphs
Egyptian
demotic
script
Greek
INEBI 6. UNIT 2 Ancient Civilisations h.1.3.: Egypt Dossier
The Egyptians believed that writing had been given to them by the god Thoth and
thought that the signs had magic power and could come to life.
The hieroglyphic script was a very complex system of more than 700 pictures.
Many of the pictures stood for the actual object but as well as an object they could
represent a sound too.
Hieroglyphs only represented consonants, but as you can see in the picture below
some vowels have been added.
After the end of the Egyptian culture Christianity took over as the main religion and
Egyptian language began to change and was called Coptic. Nowadays Christians in
Egypt are called Copts and in church they still use a form of Coptic that it is the
closest relative to ancient Egyptian in the world.
Eusko Jaurlaritza. Hezkuntza Saila. Lehen Hezkuntzako Ingelesa Edukien Bidez Proiektua 03-04 ikasturtea 9
INEBI 6. UNIT 2 Ancient Civilisations h.1.3.: Egypt Dossier
Egyptians also wrote numbers. They had a good knowledge of Mathematics.
The Ahmes Papyrus was found in 1858 in a ruin in Thebes and later sold to the British
Museum. It was deciphered using the Rosetta Stone.
It is one of the earliest written mathematical documents that has been found. It was
recorded around 1650 B.C., although the information contained in the document dates
back to the construction of the pyramids by the great architect Imhotep, around
3,000 B.C.
The Ahmes Papyrus, here below, contains a set of 84 mathematical problems and
their solutions. In this papyrus we can see that they knew the complicated
mathematical concept of π.
They represented numbers using
numerals such as the ones below.
Eusko Jaurlaritza. Hezkuntza Saila. Lehen Hezkuntzako Ingelesa Edukien Bidez Proiektua 03-04 ikasturtea 10
INEBI 6. UNIT 2 Ancient Civilisations h.1.3.: Egypt Dossier
Architecture
The ancient Egyptians excelled in architecture and their monuments are the best
evidence. The scale and grandeur of the ancient Egyptian temples and pyramids was a
reflection of both the gods and the pharaohs.
Building them took thousands of men and incredible skill, using only very basic
equipment.
The pyramids were funerary monuments and the first to be built was that of Zoser,
yet the Pyramids of Giza are the most famous and one of the wonders of the world.
They were built in the era of the 4th
Dynasty and were used as tombs for the
Pharaohs.
The pyramids were built without machines. The men who built them were not slaves,
but farmers who worked for the king during the inundation of the Nile and were paid
for their work with food, oil and cloth.
To build a pyramid such as one of these, they needed more than 2 million blocks of
stone. The stones were transported in wooden planks from near by quarries.
Each block weighed more than 2 tons and was put
into place using ramps in the sides of the pyramid.
Pyramids as you already know were pharaoh’s
tombs and despite their size, they only contained
a few corridors leading to the burial chamber.
Temples were also constructed and some of them
were huge.
The pharaoh himself used to attend the beginning of building with a ceremony and put
the first layer of stones.
The temples were decorated with columns designed to look like palm trees carved
with lotus flowers and papyrus leaves. No temple was finished without sculptures
often very big like the ones in the Abu Simbel temple that was built in the rocks.
Eusko Jaurlaritza. Hezkuntza Saila. Lehen Hezkuntzako Ingelesa Edukien Bidez Proiektua 03-04 ikasturtea 11
INEBI 6. UNIT 2 Ancient Civilisations h.1.3.: Egypt Dossier
The Great Sphinx of Giza
The Sphinx of Giza is a symbol that has represented the essence of Egypt for thousands of
years. It was carved from the rock of the Giza plateau; the Sphinx is truly a
mysterious marvel from the days of ancient Egypt. The body of a lion with the head
of a king or god, the sphinx has come to symbolize strength and wisdom.
The most popular and current theory of the building of the Sphinx says that it was
commissioned by the 4th Dynasty King, Khafre (2558-2532 BCE). Khafre was one of
the sons of Keops. The Sphinx lines up with the Pyramid of Khafre. As one rounds the
northeast corner to the front of the Sphinx, the alignment of the two structures
becomes more apparent.
Although the head of the Sphinx is badly broken in some places, traces of the original
paint can still be seen near one ear.
Originally it is believed that the Sphinx
was painted and was quite colourful.
Eusko Jaurlaritza. Hezkuntza Saila. Lehen Hezkuntzako Ingelesa Edukien Bidez Proiektua 03-04 ikasturtea 12

More Related Content

Viewers also liked

P6 u2 h.0.20. timeline template
P6 u2 h.0.20. timeline templateP6 u2 h.0.20. timeline template
P6 u2 h.0.20. timeline templateElorrio
 
P6 u2 h.1.2. egypt timeline
P6 u2 h.1.2. egypt timelineP6 u2 h.1.2. egypt timeline
P6 u2 h.1.2. egypt timelineElorrio
 
Handout 3 c
Handout 3 cHandout 3 c
Handout 3 cElorrio
 
Appendix 3 b
Appendix 3 bAppendix 3 b
Appendix 3 bElorrio
 
Handout 3 b
Handout 3 bHandout 3 b
Handout 3 bElorrio
 
Present simple 2
Present simple 2Present simple 2
Present simple 2Elorrio
 
Appendix 22 b
Appendix 22 bAppendix 22 b
Appendix 22 bElorrio
 
P6 u1 part 3 h.3.3 questions
P6 u1 part 3  h.3.3 questionsP6 u1 part 3  h.3.3 questions
P6 u1 part 3 h.3.3 questionsElorrio
 
Appendix 22 a
Appendix 22 aAppendix 22 a
Appendix 22 aElorrio
 
Handout 22
Handout 22Handout 22
Handout 22Elorrio
 
P6 u1 part 3 h.3.3 examples data cards
P6 u1 part 3 h.3.3 examples data cardsP6 u1 part 3 h.3.3 examples data cards
P6 u1 part 3 h.3.3 examples data cardsElorrio
 
P6 u1 part 3 h.3.1 dossier
P6 u1 part 3 h.3.1 dossierP6 u1 part 3 h.3.1 dossier
P6 u1 part 3 h.3.1 dossierElorrio
 
Handout 9
Handout 9Handout 9
Handout 9Elorrio
 
Respiratory system 1
Respiratory system 1Respiratory system 1
Respiratory system 1Elorrio
 
2 water cycle
2 water cycle2 water cycle
2 water cycleElorrio
 
Activity 1
Activity 1Activity 1
Activity 1Elorrio
 
Digestive system
Digestive systemDigestive system
Digestive systemElorrio
 
Systems dossier
Systems dossierSystems dossier
Systems dossierElorrio
 
Skeletal system
Skeletal systemSkeletal system
Skeletal systemElorrio
 

Viewers also liked (20)

P6 u2 h.0.20. timeline template
P6 u2 h.0.20. timeline templateP6 u2 h.0.20. timeline template
P6 u2 h.0.20. timeline template
 
P6 u2 h.1.2. egypt timeline
P6 u2 h.1.2. egypt timelineP6 u2 h.1.2. egypt timeline
P6 u2 h.1.2. egypt timeline
 
Handout 3 c
Handout 3 cHandout 3 c
Handout 3 c
 
Appendix 3 b
Appendix 3 bAppendix 3 b
Appendix 3 b
 
Handout 3 b
Handout 3 bHandout 3 b
Handout 3 b
 
Present simple 2
Present simple 2Present simple 2
Present simple 2
 
Appendix 22 b
Appendix 22 bAppendix 22 b
Appendix 22 b
 
P6 u1 part 3 h.3.3 questions
P6 u1 part 3  h.3.3 questionsP6 u1 part 3  h.3.3 questions
P6 u1 part 3 h.3.3 questions
 
Appendix 22 a
Appendix 22 aAppendix 22 a
Appendix 22 a
 
Handout 22
Handout 22Handout 22
Handout 22
 
P6 u1 part 3 h.3.3 examples data cards
P6 u1 part 3 h.3.3 examples data cardsP6 u1 part 3 h.3.3 examples data cards
P6 u1 part 3 h.3.3 examples data cards
 
P6 u1 part 3 h.3.1 dossier
P6 u1 part 3 h.3.1 dossierP6 u1 part 3 h.3.1 dossier
P6 u1 part 3 h.3.1 dossier
 
Handout 9
Handout 9Handout 9
Handout 9
 
Lurra
LurraLurra
Lurra
 
Respiratory system 1
Respiratory system 1Respiratory system 1
Respiratory system 1
 
2 water cycle
2 water cycle2 water cycle
2 water cycle
 
Activity 1
Activity 1Activity 1
Activity 1
 
Digestive system
Digestive systemDigestive system
Digestive system
 
Systems dossier
Systems dossierSystems dossier
Systems dossier
 
Skeletal system
Skeletal systemSkeletal system
Skeletal system
 

Similar to Ancient Egypt Dossier (20)

Ancient Egypt by Primary 6B
Ancient Egypt by Primary 6BAncient Egypt by Primary 6B
Ancient Egypt by Primary 6B
 
Ancient Egypt 17-18
Ancient Egypt 17-18Ancient Egypt 17-18
Ancient Egypt 17-18
 
Ancient egypt
Ancient egyptAncient egypt
Ancient egypt
 
Ancient Egypt
Ancient EgyptAncient Egypt
Ancient Egypt
 
Socials ancientegypt shaina
Socials ancientegypt shainaSocials ancientegypt shaina
Socials ancientegypt shaina
 
Ancient Egypt_Shaina
Ancient Egypt_ShainaAncient Egypt_Shaina
Ancient Egypt_Shaina
 
EGYPTIAN_LIFE-_KATHLYNE_JHAY_C._RODOLFO.pptx
EGYPTIAN_LIFE-_KATHLYNE_JHAY_C._RODOLFO.pptxEGYPTIAN_LIFE-_KATHLYNE_JHAY_C._RODOLFO.pptx
EGYPTIAN_LIFE-_KATHLYNE_JHAY_C._RODOLFO.pptx
 
Ancient egypt 2014
Ancient egypt 2014Ancient egypt 2014
Ancient egypt 2014
 
ancient Egypt P6
ancient Egypt P6ancient Egypt P6
ancient Egypt P6
 
Past Civilization
Past Civilization Past Civilization
Past Civilization
 
Ancient egypt research power point
Ancient egypt research power pointAncient egypt research power point
Ancient egypt research power point
 
Payton Socials
Payton SocialsPayton Socials
Payton Socials
 
4. egyptian civilization
4. egyptian civilization4. egyptian civilization
4. egyptian civilization
 
The story of ancient greece 2
The story of ancient greece 2The story of ancient greece 2
The story of ancient greece 2
 
Ancient greece
Ancient greeceAncient greece
Ancient greece
 
Daily life in ancient egypt By: Yvonne and Rebecca
Daily life in ancient egypt By: Yvonne and RebeccaDaily life in ancient egypt By: Yvonne and Rebecca
Daily life in ancient egypt By: Yvonne and Rebecca
 
Armin socials
Armin socialsArmin socials
Armin socials
 
Egypt Civilization 2.ppt
Egypt Civilization 2.pptEgypt Civilization 2.ppt
Egypt Civilization 2.ppt
 
Ancient Egyptian History Class 5
Ancient Egyptian History Class 5Ancient Egyptian History Class 5
Ancient Egyptian History Class 5
 
Joon_Ki_Hong_and_Ethan_Compagna
Joon_Ki_Hong_and_Ethan_CompagnaJoon_Ki_Hong_and_Ethan_Compagna
Joon_Ki_Hong_and_Ethan_Compagna
 

More from Elorrio

Handout 4 a
Handout 4 aHandout 4 a
Handout 4 aElorrio
 
Handout 3 a
Handout 3 aHandout 3 a
Handout 3 aElorrio
 
Handout 3 b
Handout 3 bHandout 3 b
Handout 3 bElorrio
 
Appendix 3 a
Appendix 3 aAppendix 3 a
Appendix 3 aElorrio
 
I like the city
I like the cityI like the city
I like the cityElorrio
 
Appendix 4 a
Appendix 4 aAppendix 4 a
Appendix 4 aElorrio
 
Handout 4
Handout 4Handout 4
Handout 4Elorrio
 
Appendix 3 a
Appendix 3 aAppendix 3 a
Appendix 3 aElorrio
 
Handout 3 c
Handout 3 cHandout 3 c
Handout 3 cElorrio
 
Skeletal system word find
Skeletal system word findSkeletal system word find
Skeletal system word findElorrio
 
Digestive system
Digestive systemDigestive system
Digestive systemElorrio
 
Digestive system word find
Digestive system word findDigestive system word find
Digestive system word findElorrio
 
Water cycle
Water cycleWater cycle
Water cycleElorrio
 

More from Elorrio (13)

Handout 4 a
Handout 4 aHandout 4 a
Handout 4 a
 
Handout 3 a
Handout 3 aHandout 3 a
Handout 3 a
 
Handout 3 b
Handout 3 bHandout 3 b
Handout 3 b
 
Appendix 3 a
Appendix 3 aAppendix 3 a
Appendix 3 a
 
I like the city
I like the cityI like the city
I like the city
 
Appendix 4 a
Appendix 4 aAppendix 4 a
Appendix 4 a
 
Handout 4
Handout 4Handout 4
Handout 4
 
Appendix 3 a
Appendix 3 aAppendix 3 a
Appendix 3 a
 
Handout 3 c
Handout 3 cHandout 3 c
Handout 3 c
 
Skeletal system word find
Skeletal system word findSkeletal system word find
Skeletal system word find
 
Digestive system
Digestive systemDigestive system
Digestive system
 
Digestive system word find
Digestive system word findDigestive system word find
Digestive system word find
 
Water cycle
Water cycleWater cycle
Water cycle
 

Recently uploaded

Interactive Powerpoint_How to Master effective communication
Interactive Powerpoint_How to Master effective communicationInteractive Powerpoint_How to Master effective communication
Interactive Powerpoint_How to Master effective communicationnomboosow
 
Employee wellbeing at the workplace.pptx
Employee wellbeing at the workplace.pptxEmployee wellbeing at the workplace.pptx
Employee wellbeing at the workplace.pptxNirmalaLoungPoorunde1
 
How to Make a Pirate ship Primary Education.pptx
How to Make a Pirate ship Primary Education.pptxHow to Make a Pirate ship Primary Education.pptx
How to Make a Pirate ship Primary Education.pptxmanuelaromero2013
 
Concept of Vouching. B.Com(Hons) /B.Compdf
Concept of Vouching. B.Com(Hons) /B.CompdfConcept of Vouching. B.Com(Hons) /B.Compdf
Concept of Vouching. B.Com(Hons) /B.CompdfUmakantAnnand
 
microwave assisted reaction. General introduction
microwave assisted reaction. General introductionmicrowave assisted reaction. General introduction
microwave assisted reaction. General introductionMaksud Ahmed
 
MENTAL STATUS EXAMINATION format.docx
MENTAL     STATUS EXAMINATION format.docxMENTAL     STATUS EXAMINATION format.docx
MENTAL STATUS EXAMINATION format.docxPoojaSen20
 
Mastering the Unannounced Regulatory Inspection
Mastering the Unannounced Regulatory InspectionMastering the Unannounced Regulatory Inspection
Mastering the Unannounced Regulatory InspectionSafetyChain Software
 
Separation of Lanthanides/ Lanthanides and Actinides
Separation of Lanthanides/ Lanthanides and ActinidesSeparation of Lanthanides/ Lanthanides and Actinides
Separation of Lanthanides/ Lanthanides and ActinidesFatimaKhan178732
 
Introduction to AI in Higher Education_draft.pptx
Introduction to AI in Higher Education_draft.pptxIntroduction to AI in Higher Education_draft.pptx
Introduction to AI in Higher Education_draft.pptxpboyjonauth
 
KSHARA STURA .pptx---KSHARA KARMA THERAPY (CAUSTIC THERAPY)————IMP.OF KSHARA ...
KSHARA STURA .pptx---KSHARA KARMA THERAPY (CAUSTIC THERAPY)————IMP.OF KSHARA ...KSHARA STURA .pptx---KSHARA KARMA THERAPY (CAUSTIC THERAPY)————IMP.OF KSHARA ...
KSHARA STURA .pptx---KSHARA KARMA THERAPY (CAUSTIC THERAPY)————IMP.OF KSHARA ...M56BOOKSTORE PRODUCT/SERVICE
 
Solving Puzzles Benefits Everyone (English).pptx
Solving Puzzles Benefits Everyone (English).pptxSolving Puzzles Benefits Everyone (English).pptx
Solving Puzzles Benefits Everyone (English).pptxOH TEIK BIN
 
URLs and Routing in the Odoo 17 Website App
URLs and Routing in the Odoo 17 Website AppURLs and Routing in the Odoo 17 Website App
URLs and Routing in the Odoo 17 Website AppCeline George
 
The basics of sentences session 2pptx copy.pptx
The basics of sentences session 2pptx copy.pptxThe basics of sentences session 2pptx copy.pptx
The basics of sentences session 2pptx copy.pptxheathfieldcps1
 
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptxSOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptxiammrhaywood
 
Accessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impactAccessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impactdawncurless
 
mini mental status format.docx
mini    mental       status     format.docxmini    mental       status     format.docx
mini mental status format.docxPoojaSen20
 

Recently uploaded (20)

Interactive Powerpoint_How to Master effective communication
Interactive Powerpoint_How to Master effective communicationInteractive Powerpoint_How to Master effective communication
Interactive Powerpoint_How to Master effective communication
 
Employee wellbeing at the workplace.pptx
Employee wellbeing at the workplace.pptxEmployee wellbeing at the workplace.pptx
Employee wellbeing at the workplace.pptx
 
9953330565 Low Rate Call Girls In Rohini Delhi NCR
9953330565 Low Rate Call Girls In Rohini  Delhi NCR9953330565 Low Rate Call Girls In Rohini  Delhi NCR
9953330565 Low Rate Call Girls In Rohini Delhi NCR
 
How to Make a Pirate ship Primary Education.pptx
How to Make a Pirate ship Primary Education.pptxHow to Make a Pirate ship Primary Education.pptx
How to Make a Pirate ship Primary Education.pptx
 
Concept of Vouching. B.Com(Hons) /B.Compdf
Concept of Vouching. B.Com(Hons) /B.CompdfConcept of Vouching. B.Com(Hons) /B.Compdf
Concept of Vouching. B.Com(Hons) /B.Compdf
 
microwave assisted reaction. General introduction
microwave assisted reaction. General introductionmicrowave assisted reaction. General introduction
microwave assisted reaction. General introduction
 
Model Call Girl in Bikash Puri Delhi reach out to us at 🔝9953056974🔝
Model Call Girl in Bikash Puri  Delhi reach out to us at 🔝9953056974🔝Model Call Girl in Bikash Puri  Delhi reach out to us at 🔝9953056974🔝
Model Call Girl in Bikash Puri Delhi reach out to us at 🔝9953056974🔝
 
MENTAL STATUS EXAMINATION format.docx
MENTAL     STATUS EXAMINATION format.docxMENTAL     STATUS EXAMINATION format.docx
MENTAL STATUS EXAMINATION format.docx
 
Mastering the Unannounced Regulatory Inspection
Mastering the Unannounced Regulatory InspectionMastering the Unannounced Regulatory Inspection
Mastering the Unannounced Regulatory Inspection
 
Separation of Lanthanides/ Lanthanides and Actinides
Separation of Lanthanides/ Lanthanides and ActinidesSeparation of Lanthanides/ Lanthanides and Actinides
Separation of Lanthanides/ Lanthanides and Actinides
 
Introduction to AI in Higher Education_draft.pptx
Introduction to AI in Higher Education_draft.pptxIntroduction to AI in Higher Education_draft.pptx
Introduction to AI in Higher Education_draft.pptx
 
KSHARA STURA .pptx---KSHARA KARMA THERAPY (CAUSTIC THERAPY)————IMP.OF KSHARA ...
KSHARA STURA .pptx---KSHARA KARMA THERAPY (CAUSTIC THERAPY)————IMP.OF KSHARA ...KSHARA STURA .pptx---KSHARA KARMA THERAPY (CAUSTIC THERAPY)————IMP.OF KSHARA ...
KSHARA STURA .pptx---KSHARA KARMA THERAPY (CAUSTIC THERAPY)————IMP.OF KSHARA ...
 
Solving Puzzles Benefits Everyone (English).pptx
Solving Puzzles Benefits Everyone (English).pptxSolving Puzzles Benefits Everyone (English).pptx
Solving Puzzles Benefits Everyone (English).pptx
 
URLs and Routing in the Odoo 17 Website App
URLs and Routing in the Odoo 17 Website AppURLs and Routing in the Odoo 17 Website App
URLs and Routing in the Odoo 17 Website App
 
The basics of sentences session 2pptx copy.pptx
The basics of sentences session 2pptx copy.pptxThe basics of sentences session 2pptx copy.pptx
The basics of sentences session 2pptx copy.pptx
 
Model Call Girl in Tilak Nagar Delhi reach out to us at 🔝9953056974🔝
Model Call Girl in Tilak Nagar Delhi reach out to us at 🔝9953056974🔝Model Call Girl in Tilak Nagar Delhi reach out to us at 🔝9953056974🔝
Model Call Girl in Tilak Nagar Delhi reach out to us at 🔝9953056974🔝
 
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptxSOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
 
Código Creativo y Arte de Software | Unidad 1
Código Creativo y Arte de Software | Unidad 1Código Creativo y Arte de Software | Unidad 1
Código Creativo y Arte de Software | Unidad 1
 
Accessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impactAccessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impact
 
mini mental status format.docx
mini    mental       status     format.docxmini    mental       status     format.docx
mini mental status format.docx
 

Ancient Egypt Dossier

  • 1. INEBI 6. UNIT 2 Ancient Civilisations h.1.3.: Egypt Dossier INDEX: Introduction Location Daily Life Art Symbolism Writing & Numeral System Architecture Eusko Jaurlaritza. Hezkuntza Saila. Lehen Hezkuntzako Ingelesa Edukien Bidez Proiektua 03-04 ikasturtea 1
  • 2. INEBI 6. UNIT 2 Ancient Civilisations h.1.3.: Egypt Dossier Introduction The ancient Egyptians were fascinating people who settled in the Nile Valley thousands of years ago. At first, they survived by hunting animals and gathering fruits to eat. Gradually the communities formed a very developed civilisation and around 5500 BC people started to settle in the river banks and cultivate the land. Every year in July the river inundated the valley during several weeks, the ancient Egyptians learned how to canalise this water to use it during the rest of the year to cultivate the land. They worked the land very hard but saved time to enjoy family and friends, music, parties and hunting. Egyptians believed in life after death and animals were very important in Ancient Egypt and that is the reason why most Egyptians gods had animal heads. Location As we mentioned above the Egyptian civilisation developed around the Nile valley. The Nile is one of the biggest rivers in the world and runs along North East Africa from the big lakes in Central Eastern Africa to the Mediterranean Sea. The Nile valley is very long but the Egyptian civilisation was located in the lower part of the river between the Red Sea and the Sahara desert. This a more detailed view of Egypt at that time: Eusko Jaurlaritza. Hezkuntza Saila. Lehen Hezkuntzako Ingelesa Edukien Bidez Proiektua 03-04 ikasturtea 2 Satellite view of the Lower Nile valley Red Sea Sahara Desert River Nile River Nile Valley Lakes region Upper Nile Lower Nile
  • 3. INEBI 6. UNIT 2 Ancient Civilisations h.1.3.: Egypt Dossier And three even more detailed views of the same region: Eusko Jaurlaritza. Hezkuntza Saila. Lehen Hezkuntzako Ingelesa Edukien Bidez Proiektua 03-04 ikasturtea 3
  • 4. INEBI 6. UNIT 2 Ancient Civilisations h.1.3.: Egypt Dossier Eusko Jaurlaritza. Hezkuntza Saila. Lehen Hezkuntzako Ingelesa Edukien Bidez Proiektua 03-04 ikasturtea 4 1 2 3
  • 5. INEBI 6. UNIT 2 Ancient Civilisations h.1.3.: Egypt Dossier Daily Life Houses Egyptian houses were made of mud bricks; everybody- rich and poor lived in mud brick houses. The difference lay in how big they were and in the decoration. Because the river valley is so narrow, the desert starts in few kilometres, and there was no much space for building the houses were tall, sometimes up to 4 floors high. The streets were narrow, crowded, noisy and filthy. The waste from each house was stored in pits on the ground or simply thrown into the streets. A typical town house had a front room which opened to the street and where the work was done, then a second room used as a living room and further on a third room used as bed room, with wooden beds and straw mattresses. At the back there was a courtyard where the cooking was done. Family Life Egyptian society was based on family life, people lived in families. Women run the family and had children while men cultivated the land. Compared with other ancient civilisations, women in Egypt had quite a lot of freedom and many of the same rights as men. If a marriage was not a happy one, they could get divorced very easily and children stayed with the mother and both parents were free to marry again. Sons and daughters were valued the same and had free time to play with balls, toy dogs and other games. Education was based on money, because to go to school families have to pay. So, only the rich and only boys went to school. There were several types of schools: temple schools, village schools and more… Boys started at the age of 5 and learned hieroglyphic script. After learning this they also studied maths, history, literature geography, languages, religion astronomy, medicine, engineering, architecture… Eusko Jaurlaritza. Hezkuntza Saila. Lehen Hezkuntzako Ingelesa Edukien Bidez Proiektua 03-04 ikasturtea 5 Boys attending school
  • 6. INEBI 6. UNIT 2 Ancient Civilisations h.1.3.: Egypt Dossier Feasting and fun The Egyptians loved having fun. We know that because in their tombs we have found lots of paintings of party scenes Rich Egyptians offered big parties for their friends. In these parties enormous amounts of food, such as meat of all types (birds, goats, cows, pigs) vegetables, brads and fruit were served, not to mention wine and beer. They ate and drank too much and enjoyed themselves with music and dancing. Musicians played harps, lyres and flutes and dancers and acrobats performed. Poor Egyptians relaxed at home with their families, telling stories and playing games, after a day of hard work and after a dinner of bread, fish from the Nile and beer. Egyptians also loved hunting animals such as crocodiles and hippos but hunting for birds was the most elegant sport. Noblemen went hunting accompanied by their servants and threw sticks at the birds to break their necks. Clothes They also liked fashion ad wore wigs in parties and ceremonies. Noble men clean shaved their heads. No Egyptian costume was complete without a selection of gold amulets, bracelets and other ornaments. Poor people also wore them but made of copper or wood. Eusko Jaurlaritza. Hezkuntza Saila. Lehen Hezkuntzako Ingelesa Edukien Bidez Proiektua 03-04 ikasturtea 6
  • 7. INEBI 6. UNIT 2 Ancient Civilisations h.1.3.: Egypt Dossier Most clothes were made of linen; rich people wore fine linen and ordinary people thicker linen made by themselves. Egyptians used no shoes, sometimes wore sandals made of leather but most of the time went barefoot. Medicine and magic Egyptian doctors were very much respected and usually passed their knowledge from father to son. Once they have finished training and were recognized as doctors they received a government salary. Most doctors worked as GPs in the community but there were doctors in temples and in the pharaoh’s palace as well. Egyptian doctors understood quite a lot about the body. They knew that the heart pumps blood to the body and knew the nervous system. They mended bones but they believed strange things such as air, water and nerves passed through the heart as well and that we humans thought with the heart and that the brain was useless. They prepared drugs to cure diseases and also recommended rest and above all hygiene. To the Egyptians illnesses were caused by evil spirits entering the body, so prayers to the Gods were important to cure people, That’s why there were doctors in temples as well. Art Symbolism Animals were very important in ancient Egypt. Unlike other cultures whose gods were more like people, most ancient gods had animal heads and a lot of artwork represented them. Cats especially were held in high esteem. They believed that cats had magic powers to protect their homes and children from danger: That is the reason why we find so many artistic representations of cats. As we said at the beginning of this dossier Egyptians also believed in the afterlife. They firmly believed that in the afterlife people enjoyed the same activities as in real life. They prepared for the afterlife by filling their tombs with small and large statues of pets, friends and family and with other things that they may need to keep them company or to help them have a good time in their afterlife. There is a scene of the Book of the Dead, which shows the journey to the afterlife. The dead person is in the Hall of Judgement. Osiris, god of the underworld and of rebirth presides the scene sitting in his throne and wearing a tall crown and looks like a mummy. Eusko Jaurlaritza. Hezkuntza Saila. Lehen Hezkuntzako Ingelesa Edukien Bidez Proiektua 03-04 ikasturtea 7
  • 8. INEBI 6. UNIT 2 Ancient Civilisations h.1.3.: Egypt Dossier Anubis, the jackal god of mummification is there too, balancing the result of the dead person’s life. Behind the dead stands Isis, wife and sister of Osiris. The statue of Anubis was part of a tomb. He is raising his hand performing purification rites over a mummy. During the funeral these rites were performed by priests wearing jackal masks to impersonate Anubis. The figure is shown in a typical Egyptian pose. He wears the feather costume of the gods and stands on a base decorated with designs that symbolise tombs and palaces. Coffins were also pieces of art that showed the status of the dead person. The richer the decoration the more powerful an aristocrat was. They used to decorate the coffins with symbols of rebirth, gods and goddesses and protective animals such as cats and scarab beetles were also common. Writing and Numeral System The ancient Egyptian language is one of the oldest languages of the world. It was spoken from about 4,000 years ago until the 11 th century AD when Arabic replaced it. This ancient language was written down in two ways: Hieroglyphic script and a simplified version called hieratic script. The decipherment of hieroglyphs was made possible by the discovery of the Rosetta Stone. The Rosetta Stone was found in 1799 by Napoleonic troops in Egypt. The stone is written in three languages: At the top in hieroglyphs, in the middle the same text in demotic script and at the bottom in Greek. Because the text was identical in both languages they could understand the hieroglyphs. Eusko Jaurlaritza. Hezkuntza Saila. Lehen Hezkuntzako Ingelesa Edukien Bidez Proiektua 03-04 ikasturtea 8 Hieroglyphs Egyptian demotic script Greek
  • 9. INEBI 6. UNIT 2 Ancient Civilisations h.1.3.: Egypt Dossier The Egyptians believed that writing had been given to them by the god Thoth and thought that the signs had magic power and could come to life. The hieroglyphic script was a very complex system of more than 700 pictures. Many of the pictures stood for the actual object but as well as an object they could represent a sound too. Hieroglyphs only represented consonants, but as you can see in the picture below some vowels have been added. After the end of the Egyptian culture Christianity took over as the main religion and Egyptian language began to change and was called Coptic. Nowadays Christians in Egypt are called Copts and in church they still use a form of Coptic that it is the closest relative to ancient Egyptian in the world. Eusko Jaurlaritza. Hezkuntza Saila. Lehen Hezkuntzako Ingelesa Edukien Bidez Proiektua 03-04 ikasturtea 9
  • 10. INEBI 6. UNIT 2 Ancient Civilisations h.1.3.: Egypt Dossier Egyptians also wrote numbers. They had a good knowledge of Mathematics. The Ahmes Papyrus was found in 1858 in a ruin in Thebes and later sold to the British Museum. It was deciphered using the Rosetta Stone. It is one of the earliest written mathematical documents that has been found. It was recorded around 1650 B.C., although the information contained in the document dates back to the construction of the pyramids by the great architect Imhotep, around 3,000 B.C. The Ahmes Papyrus, here below, contains a set of 84 mathematical problems and their solutions. In this papyrus we can see that they knew the complicated mathematical concept of π. They represented numbers using numerals such as the ones below. Eusko Jaurlaritza. Hezkuntza Saila. Lehen Hezkuntzako Ingelesa Edukien Bidez Proiektua 03-04 ikasturtea 10
  • 11. INEBI 6. UNIT 2 Ancient Civilisations h.1.3.: Egypt Dossier Architecture The ancient Egyptians excelled in architecture and their monuments are the best evidence. The scale and grandeur of the ancient Egyptian temples and pyramids was a reflection of both the gods and the pharaohs. Building them took thousands of men and incredible skill, using only very basic equipment. The pyramids were funerary monuments and the first to be built was that of Zoser, yet the Pyramids of Giza are the most famous and one of the wonders of the world. They were built in the era of the 4th Dynasty and were used as tombs for the Pharaohs. The pyramids were built without machines. The men who built them were not slaves, but farmers who worked for the king during the inundation of the Nile and were paid for their work with food, oil and cloth. To build a pyramid such as one of these, they needed more than 2 million blocks of stone. The stones were transported in wooden planks from near by quarries. Each block weighed more than 2 tons and was put into place using ramps in the sides of the pyramid. Pyramids as you already know were pharaoh’s tombs and despite their size, they only contained a few corridors leading to the burial chamber. Temples were also constructed and some of them were huge. The pharaoh himself used to attend the beginning of building with a ceremony and put the first layer of stones. The temples were decorated with columns designed to look like palm trees carved with lotus flowers and papyrus leaves. No temple was finished without sculptures often very big like the ones in the Abu Simbel temple that was built in the rocks. Eusko Jaurlaritza. Hezkuntza Saila. Lehen Hezkuntzako Ingelesa Edukien Bidez Proiektua 03-04 ikasturtea 11
  • 12. INEBI 6. UNIT 2 Ancient Civilisations h.1.3.: Egypt Dossier The Great Sphinx of Giza The Sphinx of Giza is a symbol that has represented the essence of Egypt for thousands of years. It was carved from the rock of the Giza plateau; the Sphinx is truly a mysterious marvel from the days of ancient Egypt. The body of a lion with the head of a king or god, the sphinx has come to symbolize strength and wisdom. The most popular and current theory of the building of the Sphinx says that it was commissioned by the 4th Dynasty King, Khafre (2558-2532 BCE). Khafre was one of the sons of Keops. The Sphinx lines up with the Pyramid of Khafre. As one rounds the northeast corner to the front of the Sphinx, the alignment of the two structures becomes more apparent. Although the head of the Sphinx is badly broken in some places, traces of the original paint can still be seen near one ear. Originally it is believed that the Sphinx was painted and was quite colourful. Eusko Jaurlaritza. Hezkuntza Saila. Lehen Hezkuntzako Ingelesa Edukien Bidez Proiektua 03-04 ikasturtea 12