After the lesson- foldable Before the lesson- Primary source reading and video segment/ The Nile-where Egypt began. (28 
min.) Ancient_Egypt__The_Gift_of_the_Nile_(3000_30_B.C).asf During the lesson- Active notetaking and discussion of section one material. After the lesson- foldable

Learning Target- Today we will learn about the geography and people of Ancient Egypt. Before the lesson- Read silently the primary source on page 41- The Hymn to the Nile. How does this hymn 
show that the ancient Egyptians thought of the Nile as a 
god?

Active Notetaking and Discussion I. Settling the Nile (pages 39–40) A. The earliest Egyptians moved into the Nile River valley from less fertile areas. They farmed and built villages along the riverbanks. B. The Nile River is the longest river in the world, about 4,000 miles long. C. Egyptians used the Nile River for many things. They used river water to drink, clean, farm, and cook. They ate fish from the river. D. The Nile Valley is a narrow, green valley in Egypt. The northern end of the valley is a fertile area of land called a delta. E. The Sahara, the largest desert in the world, lies west of the Nile Valley. The Eastern Desert lies to the east of the valley. F. Egypt has several natural borders to protect it. The deserts, the dangerous rapids of the Nile, and marshes in the delta kept enemies from entering Egypt. G. The Mediterranean Sea to the north and the Red Sea to the east allowed trade with other peoples. Within Egypt, people traveled on the Nile to trade with each other.

Unit One Resources.pdf II. The River People (pages 41–42) A. Floods along the Nile were predictable and were not devastating. Each spring the Nile would flood and leave a dark, fertile mud along its banks. B. Farmers learned about the waters of the Nile. They used the soil left behind by the floods to grow wheat, barley, and flax seeds. C. Farmers learned about irrigation. They dug basins to trap floodwaters, dug canals to channel water to the fields, and built dikes to strengthen the basin walls. D. Papyrus, a reed plant that grew along the Nile, was used to make baskets, sandals, and river rafts. Later, it was used to make paper. E. The Egyptian system of writing was called hieroglyphics. This system consisted of thousands of picture symbols. F. Some Egyptian men learned to read and write. They attended schools to learn to be scribes. Unit One Resources.pdf Page 41 hieroglyphics

Phraoah_Menes_Unites_Egypt.asf III. A United Egypt (pages 43–44) A. Because the people in Egypt had surplus food, some people became artisans instead of farmers. Artisans wove cloth, made pottery, 
carved statues, and crafted weapons and tools. B. Egyptians traded with each other and with others in Mesopotamia. C. A few strong chiefs united groups of villages into kingdoms. Eventually, the strongest kingdoms overpowered the weaker ones. In this way, two large kingdoms emerged—Lower Egypt and Upper Egypt. D. Narmer united the two kingdoms. He ruled from the city of Memphis, and his kingdom lasted long after his death. Narmer’s descendants passed the ruling power on from father to son to grandson, forming a dynasty. E. Ancient Egypt was ruled by 31 dynasties that historians have grouped into three time periods—Old Kingdom, Middle Kingdom, and New Kingdom. Phraoah_Menes_Unites_Egypt.asf There is conflicting historical evidence over who united Upper and Lower Egypt. Some evidence points to a king called Scorpion. More solid evidence points to a king named Narmer. The Scorpion King In 1999 Egyptologists discovered a series of carvings on a piece of rock about 18 by 20 inches. The tableau scene has symbols that may refer to a king named Scorpion. The rock shows a figure carrying a staff. Near the head of the figure is a scorpion. Another artifact, a macehead, also shows a king with the scorpion symbol. Both artifacts suggest that Egyptian history may go back to around 3250 B.C. Some scholars believe the Scorpion is the earliest king to begin unification of Egypt, represented by the double 
crown. The king of Lower Egypt wore a red crown, and the king of Upper Egypt wore a tall white crown shaped like a bowling pin. Narmer created a double crown from the red and white crowns. It symbolized a united kingdom.

IV. Early Egyptian Life (pages 45–46) A. Ancient Egypt had social classes. The pharaoh was the highest power. The upper class consisted of nobles, priests, and 
government officials. The middle class included merchants, artisans, 
shopkeepers, and scribes. Farmers were the largest group of people and were 
in a lower class than the middle class. Unskilled workers were the 
lowest class of people in ancient Egypt. B. Although men were the heads of households, women had more rights in Egypt than in other ancient civilizations. They could own and pass on property, buy and sell goods, make wills, and obtain divorces. C. Few children went to school in ancient Egypt. Children had time to play games and had toys. D. Egyptian girls learned to sew, cook, and run a household. Boys learned farming or a skilled trade.

After the lesson- Unit One Resources.pdf Pages 61 and 64 section 1 vocabulary and guided reading Unit One Resources.pdf * Create a 4 tab foldable to organize your notes, thoughts, ideas, and visuals for section 
one material. Tab one should state- Settling the Nile. Tab two should state- The River 
People. Tab 3 should state- A United Egypt. Tab 4 should state- Early Egyptian Life. Include main ideas, voc., people, places, ideas and thoughts, questions, visuals throughout the foldable. ** Focus on neatness, spelling, art work. *** Check for any inaccuracies throughout the foldable **** Write your first and last name on the front

Attachments Ancient_Egypt__The_Gift_of_the_Nile_(3000_30_B.C).asf Unit One Resources.pdf Phraoah_Menes_Unites_Egypt.asf