lesson 2 ancient egyptian

8/13/2019 Lesson 2 Ancient Egyptian

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Ancient Civilisations:Lesson 2 When and Where

Ancient Egyptian Calendar,from the walls of Karnak

and a modern map of Egyptshowing the ancient siteswhich can still be visited.What sort of topics do you

think we will be coveringthis lesson?


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Dynasties Strategic

Learning Outcomes

Literacy Objective

Find out whenthe Ancient EgyptianCivilisation existed (Chronology).

Find out wherethe Ancient Egyptian

Civilisation was founded (Geography).


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Great, powerful and long lasting

Ancient Egypt was one of the greatestand most powerful civilizations in thehistory of the world. It lasted from

3150 BC to 30 BC. Ancient Egypt was one of the oldest and

longest lasting world civilizations. It was

located along the Nile River in thenortheast part of Africa and lasted forover three thousand years.


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Historians generally use two ways tooutline the history of Ancient Egypt

1. Dynasties:The first is by using thedifferent dynasties that ruled Egypt. Theseare the families that had power and passed

the leadership of Pharaoh down from onefamily member to another. Counting thePtolemaic Dynasty set up by the Greeks, therewere over 30 dynasties that ruled Ancient

Egypt. This sounds like a lot at first, butremember this was over the course of 3000years. Think of a family tree, or Britishdynasties for example the Tudors or Stuarts.


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Dynasty: Succession of rulers from the same family orline. A family or group that maintains power for several

generations: a political dynastycontrolling the state.


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2. Kingdoms and Periods:There are alsothree primary kingdoms that historians useto define periods of Ancient Egypt. After

each kingdom there is an "intermediate(middle or in between) period.

The three kingdoms were the Old, Middle,

and New Kingdoms.

See Hand-outs

Historians generally use two ways tooutline the history of Ancient Egypt


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To get a feeling for the span of Egyptian history the majorperiods along with the usual names given them is given along theline below. The corresponding dynasty and dates are given belowthat. Above the line are the names of some important figures in

Egyptian history.


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The bar-graph, below, shows the number of pharaohs in eachdynasty for all the periods of Egyptian history. The height of abar represents the number of rulers in the dynasty. The whitehorizontal rule marks represent five more rulers. Each dynasty

starts along the timeline when it historically started, sodynasties that overlap in time overlap in the diagram.


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End of the Empire

The Ancient Egyptian Empire began to weakenin about 700 BC. It was conquered by a numberof other civilizations. The first to conquerEgypt was the Assyrian Empire, followed a

hundred or so years later by the PersianEmpire. In 332 BC, Alexander the Great ofGreece conquered Egypt and set up his ownruling family called the Ptolemaic Dynasty, this

is why the Rosetta Stone contained Greektext. Finally, the Romans came in 30 BC andEgypt became a province of Rome.


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Planner Task

In your planners quickly find Egypt and see ifyou can also find the Nile river.

Some geographical features have strategicvalue. Indeed many capital cities, nations and

indeed civilisations have been based in andaround important geographical features.

Try to think of some examples and reasons

why? Something as simple as a river can provide:

food (agriculture), water, transportation,defence etc.


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Strategic

Highly important to or an integral part of a strategyor plan of action especially in economics, politics

and war.

For example the city of Memphis which became anAncient Egyptian capital city was chosen for its

strategiclocation between Upper and Lower

Egypt, and would ensure political control andcontrol of the trade between the two divisions,

and help to unify the country/empire.


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The Nile River The civilization of Ancient Egypt was located

along the Nile River in northeast Africa. TheNile was the source of much of the AncientEgypt's wealth.

Great Egyptian cities grew up along the Nile

as the Egyptian people became experts inirrigation and were able to use the waterfrom the Nile to grow rich and profitablecrops.

The Nile provided food, soil, water, andtransportation for the Egyptians. Greatfloods would come each year and wouldprovide fertile soil for growing food.


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Political Map showing the extentof the Great Egyptian Empire

The next slide effectively combines whenand whytogether geopolitical maps suchas these can be very useful to Historians.

Note how the Egyptian Empire neverextended very far beyond the Nile. Whydo you think this is?

Indeed it was very difficult for theEgyptians to extend their control into thedeserts surrounding the Nile.


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See hand-outs

Make sure you read thehand-outs and completethe homework task forLesson 4 next week.

Ensure you return thehand-outs so that they can

be glued into your books. See next slide for a useful

overview when consideringobjects.

See alsohttp://www.tigtail.org/TIG/L_View/TVM/E/Ancient/Egypt/Egypt-artifacts/egyptian-artifacts.html
http://www.tigtail.org/TIG/L_View/TVM/E/Ancient/Egypt/Egypt-artifacts/egyptian-artifacts.htmlhttp://www.tigtail.org/TIG/L_View/TVM/E/Ancient/Egypt/Egypt-artifacts/egyptian-artifacts.htmlhttp://www.tigtail.org/TIG/L_View/TVM/E/Ancient/Egypt/Egypt-artifacts/egyptian-artifacts.htmlhttp://www.tigtail.org/TIG/L_View/TVM/E/Ancient/Egypt/Egypt-artifacts/egyptian-artifacts.htmlhttp://www.tigtail.org/TIG/L_View/TVM/E/Ancient/Egypt/Egypt-artifacts/egyptian-artifacts.htmlhttp://www.tigtail.org/TIG/L_View/TVM/E/Ancient/Egypt/Egypt-artifacts/egyptian-artifacts.htmlhttp://www.tigtail.org/TIG/L_View/TVM/E/Ancient/Egypt/Egypt-artifacts/egyptian-artifacts.htmlhttp://www.tigtail.org/TIG/L_View/TVM/E/Ancient/Egypt/Egypt-artifacts/egyptian-artifacts.htmlhttp://www.tigtail.org/TIG/L_View/TVM/E/Ancient/Egypt/Egypt-artifacts/egyptian-artifacts.htmlhttp://www.tigtail.org/TIG/L_View/TVM/E/Ancient/Egypt/Egypt-artifacts/egyptian-artifacts.htmlhttp://www.tigtail.org/TIG/L_View/TVM/E/Ancient/Egypt/Egypt-artifacts/egyptian-artifacts.htmlhttp://www.tigtail.org/TIG/L_View/TVM/E/Ancient/Egypt/Egypt-artifacts/egyptian-artifacts.html


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What can we learn about ancient Egypt from one object?

Different objects tell us different things about ancient Egypt. It is importantto look at as many objects, buildings and other remains from the time aspossible. The more we study, the more we find out. Each time you look atan Egyptian object or a photo of an object, you should think about what the

object tells you about the ancient Egyptians. Here are some questions youcould ask:

Who made it?

Was it made by a person with special skills or could anyone have made it?

Was it made by more than one person (like the pyramids) and if so would it

have taken different sorts of skills?What was it made from?

Was it made from a precious and expensive material (like gold)?

Was it made from a cheap material (like wood)?

What was it for?

Was it made as a practical tool (like a brick mould, a wooden hoe, a rushbasket or a boat)?

Was it made as an ornament (like a necklace or earrings)?

Was it made to last (like the pyramids)?

Was it made for a religious reason (like the models found in tombs)?

lesson 2 ancient egyptian

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