ancients education

1. EDU 202

2. History of education is study of the past
that focuses on educational issues.
These include education systems,
institutions, theories, themes and other
related phenomena or
History of education is the study of the
past developments of educational
systems of different areas, within the
general framework of political, social,
economical, technological and cultural
changes.

3. History of education improves the
quality of education and
strengthening professional
competence. This encourage
people to examine, evaluate,
accept, reject or modify the
cultural inheritance.

4. Also made the learner to became
an educational critical and an
agent responsible for cultural
transmission. It made them to be
challengeable and not to accept
the status quo blindly.

5. Through a critical examination
of past action the educator can
clarify the possibility and
alternatives of decision
making in the present.

6. It is by a sense of history that
communities establish their
identity, orientate themselves and
understand their relationship both
to the past and to other
communities and societies.

7.  Draw comparisons of different
educational ideals and show the
development of various educational
theories and practice in historical context.
 Expose to student teachers with other
disciplines of social sciences such as
History, Sociology, religious education,
Oral literature, and Psychology from
which it borrows.

8.  It raise awareness on historical
experience and act as basic
reference point for adapting the
ways in which individuals and
societies perceive the future.

9. It help one to have a critical
judgments and orderly
presentation of arguments.
Without history, people may
not be able to understand the
problems of the present.

10. • Therefore, history of
education represents the
teaching of historical events
of different countries as well
as political, economic and
social events of the past
and recent history of the
world.

11.  In the ancient time also known as
classical time and there were no
common form of education, no common
education system and no common
philosophical and psychological
understanding that underpinning the
whole education sector as we experience
recently.

12. The examples of the early
educational communities are
Ancient Greece, Ancient
Egypt, Ancient Rome,
Ancient China and Ancient
India

13.  To some states were characterized by
gender discrimination and to other were
equally provided to all member of the
society.
 Specified under special abilities means
that those who indicated special abilities
and achievement were assigned to go
further step in education.

14. Teacher education where
depending on the role of
motherhood and fatherhood.
Parents to some extent played
great role in educating their child
at home before joining mass
education.

15.  Education was a tool to make one to
accept things or obey the rules
 The majority of boys were trained to be a
soldier so that they can help in defending
their society simply because most of the
society those day where characterized by
military attach.

19.  There were two forms of education in
ancient Greece, formal and informal.
Formal education was attained through
attendance to a public school or provided
by a hired tutor. Informal education was
provided by an unpaid teacher, and
occurred in a non-public setting. holyday

20. Education was an essential component of a
person’s identity in ancient Greece, and
the type of education a person received
was based strongly in one’s social class
and their culture. The prominent cities of
Greece are Sparta and Athen.

21. Sparta, a city-state of Greece about 8,000
BC. The sole purpose of education was to
produce warrior/ strong military for
protection from neighboring states
conquer. Both boys and girls were
subjected to the test to determine if they
had the necessary capabilities to become
warriors or mothers of warriors.

22. Boys were then given physical
and moral training to became a
strong military. Development of
the intellect was not considered
to be of particular usefulness.

23. youths in military were trained in
barracks away from home, to
develop a hard mind in a hard
body, to produce courageous
soldiers. Individual liberty was
thus not allowed. Education was
primarily physical.

24. The goal of education in Sparta,
was to produce soldier-citizen,
well-drilled, well-disciplined
marching army. Spartans believed
in a life of discipline, self-denial,
and simplicity. They were very
loyal to the state of Sparta.

25.  Thus, Spartan developed a system of
education for instilling obedience and
loyalty to their state.
 The boys of Sparta were obliged to leave
home at the age of 7 to join harshly
disciplined groups under the supervision of a
hierarchy of officers. From age 7 to 18, they
underwent an increasingly severe course of
training.

26.  They lived, trained and slept in their
barracks of their brotherhood. At
school, they were taught survival
skills and other skills necessary to be
a great soldier.

27. School courses were very hard
and often painful. Although
students were taught to read and
write, those skills were not very
important to the ancient Spartans.
Only warfare mattered.

28.  The boys were not fed well, and were
told that it was fine to steal food as
long as they did not get caught
stealing. If they were caught, they
were beaten. The boys marched
without shoes to make them strong. It
was a brutal training period.

29.  When babies were born in ancient Sparta,
Spartan soldiers would come by the house and
check the baby. If the baby did not appear healthy
and strong, the infant was taken away, and left to
die on a hillside, or taken away to be trained as a
slave (a helot). Babies who passed this
examination were assigned membership in a
brotherhood or sisterhood, usually the same one
to which their father or mother belonged.

30.  At 18, Spartan boys became military
cadets and learned the arts of war. At
20, they joined the state militia-a
standing reserve force available for
duty in time of emergency-in which
they served until they were 60 years
old.

31. The typical Spartan may or may not
have been able to read simply
because reading, writing, literature,
and the arts were considered
unsuitable for the soldier-citizen and
were therefore not part of his
education.

32.  Somewhere between the ages of 18-20,
Spartan males had to pass a difficult test
of fitness, military ability, and leadership
skills. Any Spartan male who did not pass
these examinations became a perioikos.
If they passed, they became a full citizen
and a Spartan soldier.

33. Spartan citizens were not allowed
to touch money. That was the job
of the middle class. Spartan
soldiers spent most of their lives
with their fellow soldiers.

34. Spartan military even if they
were married, they did not live
with their wives and families.
Until they reached the age of 60.
They ate, slept, and continued to
train in their brotherhood
barracks.

35. Sparta provided education for girls
that went beyond the domestic arts.
The girls were not forced to leave
home, but otherwise their training was
similar to that of the boys. They were
taught to run, jump, throw and javelin.

36.  In Sparta, girls also went to school at
age 6 or 7. They lived, slept and
trained in their sisterhood's barracks.
No one knows if their school was as
cruel or as rugged as the boys
school, but the girls were taught
wrestling, gymnastics and combat
skills.

37.  Some historians believe the two
schools were very similar, and that an
attempt was made to train the girls as
thoroughly as they trained the boys.
In any case, the Spartans believed
that strong young women would
produce strong babies.

38.  At age 18, if a Sparta girl passed her
skills and fitness test, she would be
assigned a husband and allowed to
return home. If she failed, she would
lose her rights as a citizen, and
became a perioikos, a member of the
middle class.

39.  In most of the other Greek city-states,
women were required to stay inside
their homes most of their lives. In
Sparta, citizen women were free to
move around, and enjoyed a great
deal of freedom, as their husbands
did not live at home

40. 1.Use the characteristics of education in early
communities to evaluate the characteristics of
education in Tanzania.
(you are required to read carefully the
characteristics of education of early communities,
characteristics of education in Tanzania then
make relationship how are they similar, how are
they differ, then which one to maintain for further
improvement)

41. In Athens, the approach to
education was designed to
promote the development of both
body and mind, unlike Spartans
the Athenian education was more
liberal. It thought to foster science
and humanities including physical
fitness.

42. 
Boys were formally educated from
the age of 8 to16 in various
disciplines, which emphasized the
principles of moderation and
balance.
 From ages 16 to 20, boys
underwent military training. Girls
were educated in their home.

43.  Girls’ education in Athens: Girls
were not educated at school, but
many learned to read and write at
home. Other than requiring two years
of military training that began at age
18, the state left parents to educate
their children.

44.  Boys Education in Athens: Boys
attended elementary school from the
time they were about age 6 or 7 until
they were 13 or 14. Part of their training
was gymnastics. They were taught basic
morals, until they began elementary
education at approximately 7 years of age.

45.  Children were taught how to read,
write, count and draw. Also, were
taught letters and then syllables,
followed by words and sentences.
Reading and writing were taught at
the same time. Ancient Greece
contributed much to our way of
looking at and thinking about the
concept of education.

46. This period marked by
 individualism,
 Persian war.
 Extended conflicts which resulting in
the imposition of new and traditions
during the travels.
 There were political and economical
exchanges which cause the decline of
Athens

47.  Cultural revolutions and the needs of
changing the curriculum(claims that
education based more on intellectual
development rather than physical
fitness)
 The emergence of freelance and
sophist teachers in the Athenian.
sophist teachers influences youth not to
accept the universal judgment of truth,
knowledge or morals

48.  Their was a very superficial education
and the older generation became worried
about destructive tendencies of teaching.
 In the midst of the conflict between the
new and old Greek education, the
greater mediators on that conflict were
emerged as educational philosophers.

49.  The great educational mediators were
Socrates (470-399 BC), Plato (427-347
BC), and Aristotle (384-322 BC) had a
profound influence on modern educational
practice.
 All these three philosophers believed that
a person's most important purpose was to
serve and improve humankind and that
education was designed for this end.

50.  Socrates (470-399 BC),
 Abandoned his career as a
sculptor to discuss ethical and
social issues of Athenian youth.
 Opposed to the sophist
expositions and appeal to
Athenian to be tolerance on
that situation.

51. Socrates developed a method of
teaching called the Socratic
method, whereby the teacher asks a
series of questions that lead the
student to a conclusion. This method
is still commonly used in modern
educational practice.

52.  Emphasized on the acquisition of
universal and eternal knowledge or
truth.
 Socrates believed that knowledge was a
virtue and that it was essential to
understand.
 At times he was critical to government
and eventually chose to end his life
rather than end his teaching.

53.  Plato (427-347 BC), like Socrates
sought to draw up a new system of
ethical and moral in the Athenian due to
emergent of individualism of sophists.
 Plato was a student of Socrates. He was
the father of idealism and believed that
the aim of education was to develop an
individual's abilities to better serve
society.

54.  He founded the Academy, the world's first
university, and was one of the first people to
advocate the formal education of both males
and females.
 Also Plato preoccupied with the government
issues and believed that “an ideals states
can exists when the control of
government is entrusted with
philosophers”

55.  and Aristotle (384-322 BC) As the
father of realism, and was a pupil of
Plato, believed that knowledge exists
independently in the world as opposed
to Plato's belief that ideas are the
ultimate reality.
 He was the father of the scientific
method and taught logic as a formal
discipline. His writings greatly
influenced humankind.

56.  Conflict and competition between city-states
broke down a sense of community in Greece.
 The neighboring states were increasing in
power and were more unified than the city-
states
of Greece.
 Philip of Macedonia, to the north of Greece,
had a strong military and a unified monarchy
which gave him the power to eventually

57.  Over time, Rome was increasing in size,
power, and trade. By 146 BC Romans had
conquered the Greece city-states.
 Different city-states had completely
different
forms of government and ways of life
(e.g.,
Sparta and Athens).
 The people became lazy because they were
more interested in living the good life than in
waging war against their enemies.

59.  Rome is located on the Tiber River
halfway down the Italian peninsular. It
began as a city state firstly ruled by kings.
Then for about 500 years it became the
republic of government with elected
leaders. Rome grew to be the greatest
empire in the ancient world.

60.  Rome had a funny story on how it began.
There were twin babies Romulus and
Remus were put on the raft on the Tiber
River to die. But the raft drifted the shore.
A mother found them and fed them. When
they grew up they built a city.
Unfortunately one day they argued and
Romulus killed Remus and continued to
rule the city. Thus the city was named
ROME in his honor.

61.  The Romans are still remembered today,
including names such as Julius Cicero
and Augustus. Ancient Roman society
contributed greatly to government, law,
politics, engineering, art, literature,
architecture, technology, warfare, religion,
language, society and more in the
Western world.

62.  It achieved impressive technology
and architectural feats, such as the
construction of an extensive system
of bridges and roads, as well as large
monuments, palaces, and public
facilities.

63.  The Romans conquered Greece in 146
BC and started to assimilate many of the
concepts and educational philosophies
from the Greeks into their own system.
 The Romans school system divided
instruction into two levels, consisting of an
elementary period or ludus from age 7 to
12, and a secondary school from age12 to
16.

64.  Females were actually allowed to attend
the ludus and receive a formal education.
 The primarily aim of education during this
period was to train young men in
agriculture, warfare, roman tradition and
public affairs. Young boys learned much
about civic life by accompanying their
fathers to religious and political functions.

65.  Ancient Roman education was largely
inspired by the Greek educational
practices. Education gained
importance during the late Roman
Republic and the early Roman
Empire. In ancient Roman education
practices made a great impact in the
field of education nowadays.

66.  The children taught laws of
obedience, modesty of speech,
intelligence and self-reliance. The
children were also taught about
the virtue and importance of being
educated

67.  In Rome, Jesus was born. At age 30, Jesus
began to travel the countryside preaching his
message of the love of God. According to close
followers, he performed many miracles.
 Roman leaders feared his hold on the people.
Jesus was arrested and sentenced to death.
After his death, their are follower called him
“Christ,” is a Greek word for “savior,” came to be
called Christians.

68.  The leaders of the early church
traveled throughout the empire
spreading the teachings of Messiah.
From time to time, Roman leaders
tried to punish the Christians. They
were annoyed when Christians
refused to worship the Roman gods.

69.  The coming of Christianity is also a result
of the Roman organization. In 313 A.D
Christianity was recognized as an
important religion within the Roman
Empire. This witnessed the rise of
catechumenal schools which gave some
sort of formal instruction lasting for three
years, to members of the Roman Catholic
Church.

70.  The dark ages, is the period between
the Fall of Rome and the beginning of
the Middle Ages. It was a period of
little progress in human learning in
the western world.

71.  The spread of Christianity divided the
Empire and caused many people under
Roman rule to reject traditional Roman
culture.
 The Germanic tribes of Northern Europe
became strong military forces and
attacked the Empire, conquering Rome in
456.

72.  It was a politically chaotic time, with
the invasion of Rome by barbarians
and the break-up of the Roman
Empire.
 Rome’s army became too large; the
hired Soldiers in Roman armies were
not Romans and not loyal to Rome.

73.  The Empire became too large and the
borders were too long to defend.
 Trade was constantly disrupted because
of wars the economy suffered because
goods could not be freely bought and
sold.

74.  Frequently conflict and social unrest was
created by the Wide gap between the rich
and the poor.
 People may have been suffering from lead
poisoning because of the lead pipes for
the Roman water supply.

75.  Eventually the Empire became a
dictatorship and the people were less
involved in government.
 The division of the Empire into the eastern
and western Empires weakened the
power of Rome.

76. WELCOME TO THE NEXT SESSION

79.  Egypt is among the hot, dry land in Africa. It
gets little rain. The Nile River flows through
Egypt. Ancient Egyptian history is a long and
complex one with more than 3,000 years
details. Throughout these 3,000 years, ancient
Egyptians lived under 30 dynasties, with each
dynasty being based on the lineage of the
kings/pharaohs.

80.  About 3,000 B.C there was upper and lower
kingdom in Egypt which later united under
Pharaoh Menes, formally king of Upper
Egypt. From this point on, the pharaohs were
referred as the rulers of the two Kingdoms. In
art pharaohs were now depicted with the
crowns of Upper and Lower Egypt which
combined to become one crown.

81.  Egyptian rulers were called pharaohs.
The pharaohs made laws for all the
people of Egypt. People believed a
pharaoh was both a god and a ruler. He
was absolute ruler and was very
powerful. Most of the pharaohs were
men, but one of the greatest pharaohs was
a woman.

82. Pharaoh was taken and treated as
gods king and all land belonging to
him, thus scarifies were offered to
pharaoh as other gods in Egypt.
They obeyed pharaoh's commands
without question.

83. The pharaoh appointed officials to
help them to run the government.
The highest officials were, called
viziers. Under the viziers there are
thousands of lower officials, such as
governors, mayors, judges, and tax
collectors.

84. For thousands of years ancient Egypt
was ruled by royal families. We
know much about the pharaohs and
queens from these great dynasties
because of their magnificent tombs
and the public monuments raised in
their honor.

85. Although Egypt's ruler were
traditionally men, a few women were
made pharaoh. The most famous of
these were Hatshepsut ruled Egypt
for 21 years from about 1503 B.C. to
1482 B and Cleopatra VII who ruled
Egypt in 51 B.C.

86.  The first pyramid was built around 2650
B.C. for the pharaoh Zoser. The Zoser’s
pyramid was planned by an architect
named Imhotep. Later pharaohs copied
Imhotep's ideas to build even greater
pyramids. The Greatest Pyramid was that
of Giza, which built for the pharaoh
Krhufu with 40-story.

87.  Hatshepsut was one of the few women
who ruled ancient Egypt. Many people
believe she was one of the greatest
pharaohs. Hatshepsut ruled Egypt for 21
years from about 1503 B.C. to 1482 B.C.
Although it was a custom that pharaohs
be male, Hatshepsut managed brought
peace to Egypt.

88.  She was one of the few pharaohs who
was not interested in war. She is best
known for her interests in trading and
building. Egypt increased its trade with
other lands during the Middle Kingdom.
Trading ships traveled to Mesopotamia,
Syria, and other lands.

89.  To improve trade, Egyptians built a canal
connecting the Nile River to the Red Sea.
Egypt became very rich because of this
trade. The Egyptian traders took their
beads, metal tools, and weapons to trade.
In exchange the traders received such
things as ivory, gold, live animals, and
trees.

90.  The pictures tell the story of the
important events during Hatshepsut's
rule. One story tells about the Egyptian
trade in eastern Africa. Hatshepsut's
temple is still standing. It is considered
one of the greatest buildings in Egypt.
Each year many people visit the temple.

91.  Many buildings were made during
Hatshepsut's rule. One huge temple was
built for Hatshepsut. This famous temple
was built into the sides of hills.
Hatshepsut planned that this temple
would be her tomb when she died. She
had the walls of the temple decorated
with pictures.

92.  Menes Unites Egypt at first, each Egyptian
village had its own government. Then,
powerful rulers took control of several villages
and formed kingdoms. In time, Egypt was
divided into two large kingdoms called Lower
Egypt and Upper Egypt. A king named Menes
ruled Upper Egypt. About 3100 B.C, Menes
conquered Lower Egypt and united all of
Egypt under one government.

93. The social classes in Egypt societies
were stratified. The upper class
included the royal family, Nobles
and Priests. The middle class were
the professionals and the scribe.

94. The lowest class included the serf
and slaves. The Priest had a very
powerful position politically,
socially, educationally and
economically in the countries. The
entire educational system was
directly or indirectly controlled by
them.

95.  Educational was practical, technical and
professional. It sought to produce
professional and work oriented personnel
to support the development of country.
The educational system promotes the
development of a complex agriculture
science, creating irrigation and flood
control networks

97.  Religion in Egypt controls many aspects of
social life and is endorsed by law. It was
considered not only as a preparation for life
but also as vehicle for life after death. They
worshiped many gods. This is known as
polytheism. During the New Kingdom period,
the people of Egypt worshiped so many gods
and goddesses

98.  Egyptians pictured their gods and
goddesses in different ways. A few of the
gods and goddesses were thought to be
like ordinary men and women. Some
were like animals. Many were thought to
be half-human and half-animal. One god
could appear in different forms.eg

103.  Gods and goddesses often symbolized
the sky, wind, sun, or earth, River. For
instance, the god of the sun was the chief
god. Osiris, the god of the Nile River,
was also important. The people believed
that gods made the sun rise in the
morning and set at night.

104.  Ancient Egypt also saw the rise of a
complex polytheistic religion, which
included many gods and the controversy
and conflict of one pharaoh even trying
to convert the country to monotheism.
With his failure, the country reverted
back to polytheism during the reign of his
son.

105.  With the rise of the Greek and Roman
civilizations, the ancient Egyptians soon
came under the rule of foreign leaders.
With the rule of the Romans came the
introduction of Christianity, leading to
the inevitable decline of the ancient
Egyptian religion and society.

106. Education in ancient Egypt goes back
to the time of Pharaoh and scientific
innovations. Children in ancient
Egypt stayed with their mothers until
the age of four. During these years, a
strong respect for their mothers was
instilled.

107. Elementary education in Egypt was
first established between 3,000 BC
and 2,000 BC, arose in response to
the basic needs of the society. There
were temple schools which restricted
to priest where boys taught different
skills for life like.

108. Reading, writing, mastering of
symbols, signs, professions or
vocations, elementary sciences,
arithmetic geometry, astronomy,
music, dancing, painting, sculpture,
moral and religious training.

109. In Secondary education there was
no major change from elementary
education was merely a
continuations, improvements and
consolidations of what had been
started at the previous level.

110.  High education based on the professional
learning which took places in different
temples, colleges and universities. This
education was purposely provided to few
people like priests and other professionals
whom supposed to teach in lower levels

111. Al-Azhar University founded in 970 A.D by the
Fatimids as the first Islamic University in
Egypt.AL-Azhar University, founded in Cairo,
Egypt, and offered a variety of post-graduate
degrees. It had a Madrasah and theological
seminary which taught Islamic law, Arabic
Grammar, Islamic astronomy, early Islamic
philosophy and logic in Islamic philosophy.

112. Egyptian civilization flourished
between 4,000 BC and 1,000 BC.
Egyptian civilizations were
product of the agricultural
activities around the Nile River,
strong political unity and
centralize autocratic government.

113.  We may think of ancient cultures as
being primitive. This is not always true.
The ancient Egyptian was an advanced
society. They had knowledge of
mathematics, science, and other
technologies that have influenced
discoveries around the world.

114.  Egyptians created symbols, or signs, that
stood for sounds based syllabic system. By
putting Sound symbols together, they could
write any word.
 Egyptian was famous in architect for instance
king Zozer was able to design the steps of
pyramids of Egypt. It was said that the modern
painting and sculpture borrowed much used
from Egypt

115.  Invent the earliest writing materials
(paper).At first, the Egyptians wrote on
wood and stone. Then they learned to
make a writing material called papyrus.
The Egyptians made papyrus from a reed
that grew along the Nile. They cut the
reed into thin strips. Then they pressed
several strips together to form sheets.

116.  The Egyptians wrote on papyrus sheets
with pens made from reeds and with
brushes. They made ink by mixing soot
with water.Writing on papyrus was easier
and less costly than writing on wood or
stone. In time, the use of papyrus spread
throughout the Middle East.

117.  The Egyptians among the first people to
write their words. At first they used tiny
pictures to show the words. Then they
wrote small signs to show different
sounds and ideas. Egyptian had more
than 800 signs. Archaeologists have
found papers and stones with Egyptian
writing.

118.  Mathematics and Science discoveries.
Egyptians used mathematics to help them
solve everyday problems. Egyptians used
geometry to measure their fields and lay out
new boundaries. Architects also used
geometry to plan pyramids, temples, and other
buildings. Egyptian was able to formulate the
arithmetical method of multiplication which
was until recently used in Eastern Europe and
Asian

119.  The standard used for measuring in ancient
Egypt was the cubit. Measurement was
important to the ancient Egyptian's economic
system. They needed to assess the size of land
in order to calculate taxes. Angles of pyramids
and volume of columns were calculated with
great accuracy. In addition, they knew how to
calculate the area of squares, rectangles, and
circles

120.  Managed to set up the yearly calendar
with 12 months which currently used
worldwide. Egyptians studied the skies
and noticed that the star appeared at a
certain place in the sky every 365 days.
Egyptians used that knowledge to make a
calendar with 365 days in a year. They
divided the year into 12 months.

121. Some historians believe Egyptians began the
science of medicine. Writings from ancient
Egypt show that Egyptians studied anatomy,
or the inner structure of the body. Egyptian
doctors performed operations, sewed up cuts,
and set broken bones. They also used herbs
to make medicines. The Egyptians set up the
first medical schools. The world's first medical
books were written in Egypt 5000 years ago.

122.  The people of ancient Egypt built large
stone buildings called pyramids in the
desert. These pyramids were built for
pharaohs. Inside the pyramids were
tombs for the dead. One of the most
famous tombs was built for the young
King Tutankhamen.

123.  Pyramids Building was a great
achievement in Egyptians . They had no
machinery. They used hand tools made of
copper and stone to do the work. First,
workers cut huge stone blocks from cliffs
along the Nile. Then they dragged the
blocks on sledge to the building site.

124.  Some of the blocks weighed several tons. At
the site, the blocks were cut into their final
shape and moved into place. As the pyramid
rose higher, workers built ramps to drag
blocks to the upper levels. It took many years
and thousands of workers to build a pyramid.
Historians believe it took 20 years and 7
million people to build the Great Pyramid.

131.  Why did the Egyptians work so hard at
building these tombs and pyramids? They
built them because they believed that people
lived again after they died. They believed that
the dead needed a good place to spend their
next lives. Egyptians put the bodies of the
dead inside the tombs and they left food,
water, and clothing for the dead person to use
in the next life.

132.  They painted pictures of people on the walls of
the tombs. The Egyptians believed that the
people in these pictures would be friends with
the dead person in the next life. Archaeologists
have learned about life in ancient Egypt from
the paintings, foods, and other items found
inside tombs and pyramids. Today there are 35
major pyramids still standing in Egypt.

133.  The three largest and best-preserved
pyramids were built in Giza at the
beginning of the Old Kingdom. The most
well-known of these pyramids was built
for the Pharaoh Khufu. They were
referred as the 'Great Pyramid'.

134.  Ancient Egypt reached its pinnacle during the
New Kingdom, after which it entered a period
of slow decline. As time passed, the pharaohs
had less power. Other people gained control of
the land, and the pharaohs lost their power.
Egypt was conquered by a succession of
foreign powers in this late period. The rule of
the pharaohs officially ended in 31 BC when
Egypt defeated by Roman Empire and became
a Roman province.

135. Egypt left a everlasting to the people
worldwide. Its art and architecture
were widely copied, and its antiquity
carried off to far corners of the
world. Its monumental ruins have
inspired the imaginations of travelers
and writers for centuries.

136. A newfound respect for antiquities
and excavations in the early modern
period led to the scientific
investigation of Egyptian civilization
and a greater appreciation of its
cultural legacy, for Egypt and the
world.

137. in wrapping up, Egyptian
achievement were managed by elite,
scribes, religious leaders, and
administrators under the control of a
pharaohs who were ensured the
cooperation and unity of the
Egyptian people in the context of an
elaborated system of religious
beliefs.

138.  Thus, the achievements of the ancient
Egypt based on quarrying, surveying and
construction techniques that facilitated
the building of monument pyramids,
temples, system of mathematics, a
practical and effective system of
medicine, irrigation systems and
agricultural production techniques, the
first known ships, glass technology, new
forms of literature, and the earliest known
peace treaty.

139. THANK YOU