INTRODUCTION and OUR LINK to ANCIENT AFRICA Lesson Duration: 4 – 5 Class Periods (30–50 Minutes)

Home , Apepi, Hor, Intef I, Intef II, Intef III, Khendjer

LESSON 3 Grades 4-12 PART 1: INTRODUCTION AND OUR LINK TO ANCIENT AFRICA Lesson Duration: 4 – 5 Class Periods (30–50 Minutes)

PART 1: OVERVIEW OF SECTIONS 1 – 4 Overarching Questions ...... 46 Content Theme ...... 46 Standards/Essential Skills ...... 41 Objective ...... 46 Key Questions: Part 1: Ancient Africa ...... 47 Section 1: Introduction To Africa ...... 47 Section 2: The World’s First Written Language – Hieroglyphics...... 47 Section 3: Medicine In Ancient Africa: Imhotep-3rd Dynasty ...... 47 Section 4: Ancient Africa: The Pyramids ...... 47 Vocabulary: Part 1 - Ancient Africa ...... 47 Instructional Materials: Part 1-(Overview) Ancient Africa ...... 48 Differentiation And/Or Modification ...... 48 Activities: Part 1 – Ancient Africa ...... 48

Section 1: Background Information: Introduction To Africa ...... 49 Activities: Section 1 Language Arts And Geography Skills ...... 50  Method of Delivery ...... 50  Procedure ...... 50  Directions ...... 50  Follow-Up ...... 51  Assessment ...... 51  Student Reflection & Debriefing Questions...... 51  Teacher Reflection ...... 51  Resources ...... 51 Extended Activities ...... 52

Section 2: Background Information: The World’s First Written Language – Hieroglyphics ...... 53 Activity 1 – Art: Write Name In Hieroglyphics; Write Other Messages ...... 54  Method of Delivery Student-Generated Products ...... 54  Procedure ...... 54  Directions ...... 54  Follow-Up ...... 54  Assessment ...... 55  Student Reflection And Debriefing Questions ...... 55  Teacher Reflection ...... 55  Resources ...... 55

Section 3: Background Information: Medicine In Ancient Africa: Imhotep - 3rd Dynasty ...... 56 Activity 1: Language Arts/Writing/ Oral Report ...... 57  Method of Delivery ...... 57  Procedure ...... 57  Directions ...... 57  Follow-Up ...... 57  Assessment ...... 58  Student Reflection And Debriefing Questions ...... 58  Teacher Reflection ...... 58  Resources ...... 58 Extended Activities ...... 58 Activity Worksheet 3 – Part 1: Section 3 - Vocabulary Checkup ...... 62

Section 4: Background Information: Ancient Africa: The Pyramids ...... 59 Activity 1: Science: Choose From Several Options To Reinforce Information Presented ...... 61  Method of Delivery ...... 61  Procedure ...... 61  Directions ...... 61 Activity 1: Geography: Map Study ...... 61 Activity 2: Geometry And Art: Drawing 3-D Pyramids ...... 61 Activity 3: Mathematics: Problem Solving ...... 61 Activity 4: Science-Astronomy...... 63 Activity 5: Science: Astronomy And The Pyramids ...... 63 Activity 6: Language Arts - Writing Assignment: Research Project ...... 63 Option 1: The Pyramids ...... 63 Option 2: Language Arts – Writing Assignment ...... 63 Activity 7: Social Studies: Timelines ...... 63  Follow-Up ...... 64  Assessment ...... 64  Student Reflection & Debriefing Questions...... 64  Teacher Reflection ...... 65  Resources ...... 65 Extended Activities ...... 65 TEACHER ACTIVITY GUIDE The Historic Journey: “Yes We Can” © 2010 Holland and Associates; All rights reserved.

LESSON 3 | Grades 4-12 Before America – African Heritage PART I – INTRODUCTION AND OUR LINK TO ANCIENT AFRICA Part 1 Lesson Duration: 4 – 5 Class Periods 30 – 50 Minutes

OBJECTIVE: The purpose of this lesson is to examine 4 sections of information that will explore Africa, the vastness of its history and the implications for modern society. It begins with an Introduction to Africa and its current population and size compared to other continents. Then it examines hieroglyphics as the first written language. Next, it reviews the life of Imhotep and his role in medicine in the 3rd Dynasty of Egypt, and it ends with an analysis of how the ancient pyramids were built using many skills acquired by the early Egyptians, including knowledge and skill sets related to geometry, astrology and engineering. Each section in this part of the lesson includes A palette of King background information that can be copied and used Narmer the first to as reading material for the students. In addition, key unite Upper and questions, and lists of vocabulary words, materials Lower Egypt,he and activities for each section are included at the became the first pharaoh of the beginning of this 4-section lesson. First Dynasty PART1: ANCIENT AFRICA Section 1 - Introduction To Africa OVERARCHING QUESTIONS: Section 2 - The World’s First Written 1. Where are we going? Language - Hieroglyphics 2. Where are we now in our understanding Section 3 - Medicine In Ancient Africa: of this topic? Imhotep-3rd Dynasty 3. Why are we trying to discover more? Section 4 - Ancient Africa: The Pyramids 4. How will we get there? 5. How will we know we have arrived at any Students will: new understandings about this topic? 1. Explore the early history of the Early Africans in Egypt. CONTENT THEME: 2. Identify the hieroglyphic language as the Understand that the culture and heritage of past earliest form of written communication. ancient civilizations reveal a people who were capable 3. Identify the uses of language, mathematics, of great achievements and innovations that cause our engineering, astronomy, and medicine in modern civilization to marvel. Ancient Egypt time. 4. Explore the rise and fall of Dynastic Kingdoms STANDARDS/ESSENTIAL SKILLS: and their leaders, in particular the 3rd, 4th, Standards are listed in the Introduction and 18th and 25th dynasty. Overview of Lesson 3. They are directly related to or 5. Analyze the skills needed to build the can be closely connected to this lesson. Depending on pyramids of Egypt. the direction the teacher wishes to focus the lesson, these standards provide a foundation for teachers to adapt and implement a standards-based curriculum approach.

Dynasty 5–2498-2345 BCE Userkaf, Sahure, Neferirkare, Shepseskare, Neferef, Niuserre, Menkauhor, Djedkare the percepts of Ptah-hetep were written during this reign. Unas builder of a pyramid at Saqqara 46 TEACHER ACTIVITY GUIDE The Historic Journey: “Yes We Can” © 2010 Holland and Associates; All rights reserved.

KEY QUESTIONS: knowledge from one generation to the next? PART 1: ANCIENT AFRICA 2. How did the Rosetta Stone help researchers SECTION 1: INTRODUCTION TO AFRICA understand hieroglyphics? 1. Why study Africa and its history? 3. How were archeologists able to understand 2. What contributions were made to the world what the hieroglyphics meant? from the ancient civilizations that thrived 4. How did knowing about several languages help in Africa before European enslavement and with the interpretation of hieroglyphics? colonization periods? 3. How does an appreciation of Africa’s past help SECTION 3: MEDICINE IN ANCIENT AFRICA: bring esteem to African descendents who IMHOTEP-3RD DYNASTY live today? 1. What medical practices from Ancient Africa 4. Why can everyone say, “I am African?” still impact us today? 5. How has Africa changed over time? 2. How do we know about medical practices from 6. How do various maps portray the shape and Ancient Africa? size of Africa? What impressions do you have 3. What other countries or civilizations helped after comparing the various maps? spread Egyptian medical practices? 7. How do biases that people have affect how they interpret what they think about history? SECTION 4: ANCIENT AFRICA: THE PYRAMIDS 8. How do modern day archeologist determine 1. Why were the pyramids built? what happened in the past? 2. How were the pyramids constructed? 3. What type of understandings did the people in SECTION 2: THE WORLD’S FIRST WRITTEN Ancient Egypt have to have in order to LANGUAGE - HIEROGLYPHICS construct the monuments found in Africa? 1. How does written language help preserve

VOCABULARY: PART 1 - ANCIENT AFRICA SECTION 1 SECTION 2 SECTION 3 SECTION 4 Introduction to The World’s First Medicine in Ancient Ancient Africa: Africa Written Language: Africa: Imhotep- The Pyramids Hieroglyphics 3rd Dynasty • nomadic • hieroglyphics • Imhotep • pyramids • civilizations • Mwd Ntr (MEH-DOO • Pharaoh Zoser • engineering • land formations NEH-CHER) • Step Pyramid • astronomy • artifacts and artwork • magical incantations • The Odyssey • agriculturalist • Tropic of Cancer • Hieratics Diordorus • Histories • I-Em-Hotep • Tropic of Capricorn Siculus • specialize • papyrus • Equator • “Per Ankh” (Scribal • anatomy • Pyramid Age • Mediterranean Sea School) • Dietetics • dynasty • Suez Canal • papyrus • Herodotus • silt • Red Sea • Central Africa around • venerated • delta • Indian Ocean the Great Lakes region • Aescalapius • diametric • Atlantic Ocean of Kenya, Uganda and • Hippocrates • turbulence • Sahara Desert Tanzania. • Hippocratic Oath • dolorite • Nile River • Ethiopia • Apollo • Pharaoh Khufu • Ethiopia • Ancient Punt (Somalia) • Ethiopia, Kenya, • suspension • Nubian Kingdom • Ancient Nubia (Sudan) Tanzania, and Uganda • limestone • Ghana, Male, Songhai, • Kmt (Egypt) from • Papyrus • trench Great Zimbabwe Nubia • archeologists • chisel • Pharaohs • Kemet (Egypt) • King Tutankhamun • quarry • Kush • zenith • myths • Saqqara • Egyptian Dynasties • scrolls • superstitions • Gezeh • Olmec, Myan, Incan, • substanial • precise Aztec cultures • perimeter • pi 47 TEACHER ACTIVITY GUIDE The Historic Journey: “Yes We Can” © 2010 Holland and Associates; All rights reserved.

VOCABULARY STRATEGY: 9. As a class, make a list of words that do not fit 1. Provide each student with a list of vocabulary into anyone else’s columns. words for the 4 sections of this lesson. 10. Remind students that most of these words are 2. Most of the words on the list are proper nouns not common words that they will use fre- that name cities, countries and people from quently. They are specific to this lesson. Ancient Egyptian history. 11. Be sure that students have an understanding 3. Each student needs paper or a word journal. of words on the list that name people, places 4. Allow students to make columns to list the and structures. words under category headings that they create. 12. Provide students with a map of Africa and 5. Allow students 5 minutes to complete the allow them to find and/or label the maps and activity using the words for each section as it locate and/or place the correct names on is taught. the map. 6. Have students name the categories and 13. Circle the names of places on the vocabulary generate a list of words to match the categories list that are not inside of Africa. they chose. 14. For homework, have students add words that 7. Then allow students to work in pairs for 5 more are not proper nouns into their vocabulary minutes to compare their lists and make journal (that they will keep and use throughout adjustments to their lists. the school year). 8. Have students share their categories and add 15. Also see other strategies at: http://www. words under the headings that students give. readingquest.org/strat/home.html

INSTRUCTIONAL MATERIALS: ACTIVITIES: PART 1- ANCIENT AFRICA PART 1 – ANCIENT AFRICA SECTION 1 SECTION 2 SECTION 3 SECTION 4 SECTION 1 SECTION 2 SECTION 3 SECTION 4 Introduction to The World’s First Medicine in Ancient Ancient Africa: Introduction to The World’s First Medicine in Ancient Ancient Africa: Africa Written Language: Africa: Imhotep-3rd The Pyramids Africa Written Language: Africa: Imhotep-3rd The Pyramids Hieroglyphics Dynasty Hieroglyphics Dynasty

• Vocabulary list • Vocabulary List • Vocabulary List • Vocabulary List • Comparing 4 • Write student • Language Arts Options: for Part 1 different map names in Assignment– • Background • Background • Background Hieroglyphics Report • Map Skills • Background Information Information Information projections Information • Drawing 3-D • Mark places • Write other • Writing a Pyramids • Journal • Hieroglyphic • Handout on the • 1 inch graph where pyramids words using Biography- of paper Imhotep • Problem Solving • 4 Maps of alphabet Ipet Temple were built Hieroglyphics (Hieratics) Africa • Paragraph • Journal writing • Other commun- • Using Astronomy - A blank map model • Discuss key ication media • Maps from • Reading questions– –poems,rap, • Research Project Section 1 - A map with • Information Background Rosetta Stone hip-hop • Structured current about the Information paragraphs countries seasons and • Timelines - A Peter’s equinox and • Timeline projection map solstice • Extension idea - A map of –Written Report ancient civilizations located around Ancient Africa • Butcher paper (2 feet for each group of 4-5 students)

DIFFERENTIATION / MODIFICATION 1. Students will be allowed to choose different events to research. 2. Students will be allowed to present their information in a variety of ways. 3. Students will work in pairs and in teams to share and present information.

Dynasty 6–2345-2181 BCE Teti, Pepi I builders of a pyramid at Saqqara. Merenre, Pepi II the presentation of the story of the Twa Dynasty 7 to 8–2181-2160 BCE 48 TEACHER ACTIVITY GUIDE The Historic Journey: “Yes We Can” © 2010 Holland and Associates; All rights reserved.

Nile River system, which boasts another record for being the longest river in the world. The remains of early humanoids and their ancestors found in the central eastern part of the continent caused many researchers to conclude that the entire human race originally came from this part of Africa and gradually scattered to other parts of the world including Europe, Asia, and eventually, migrated to all the other continents. As Africa’s population grew, great civilizations emerged in Africa, such as Ethiopia, the Nubian kingdom, Ghana, Mali, Songhai, and Great Zimbabwe. However, some argue that no other country compared to the Egyptian kingdom and the splendor of the legacy left by its ruling Pharaohs. Egypt’s relationship to the Kush Empire, its skill in building great pyramids, temples, palettes, and obelisks, and ships, and its knowledge of medicine, engineering and astronomy set them apart as a civilization that we still hold in amazement. About 3200 years before the Christian Era, B.C.E. BACKGROUND INFORMATION: Egypt consolidated its upper and lower regions PART 1: SECTION 1: INTRODUCTION TO AFRICA and became a nation whose influence spread around the world and still impacts us today. cientists overwhelmingly agree that the origin The orientation of Egypt is from South to North of modern man’s life began in Africa. This because of the southern to northern flow of the Nile Sfact connects all of our roots to the African River. Ancient Egypt’s experience is documented on continent. Recent findings reveal information about concrete objects, such as, palettes, pyramids, temples, early humans as nomadic populations who hunted and obelisks. Africans first built pyramids from silt. and gathered food and established civilizations that However, as they moved down north, they chose flourished and prospered as early centers of education. to build in limestone, a more durable material. By Using technology and knowledge they gained, the third Dynasty, I-Em-Hotep, Egypt’s first Prime early Africans traveled to other continents and left Minister and Chief Physician built the first stone distinctive marks of land formations, structures, step-pyramid. There is evidence that the 4th dynasty artifacts and artwork that mirrored images made by had people who traveled to many parts of the world ancient Africans in their own homeland. For this bringing the Cushites to the American continent. As reason, everyone in the world can truthfully say, “I Egypt’s power waned after the 25th Dynasty, Egypt’s am African.” It is only recently that the achievements sun set and America’s sun rose. of Ancient Africans have been acknowledged as Africans shared their culture with the indigenous coming from Black people who had cultures that were people of America when the Cushites brought sophisticated enough to produce many of the enduring elements of their culture to America and transplanted wonders of the world. seeds for what would become the Olmec, Mayan, With currently 53 nations within its landmass, Incan and Aztec cultures—the greatest civilizations Africa has nearly 900,000,000 inhabitants, which in ancient America. The Africans did not attempt makes it the second largest continent in land size and to colonize, subject, en-slave or subdue the people population after Asia. Africa is the home of about of the Americas. As the centuries passed, the 14% of the world’s population. Running through the African population became part of the cultures they center of Africa are the Tropic of Cancer, the Equator, influenced. As the people intermingled, so did their and the Tropic of Capricorn which all make Africa skin tones. The color between black and yellow is the only continent with such varied climate ranges. “red”. Contrasted with this, when Europeans came Water along the coastlines include the Mediterranean to the Americas and met the indigenous Americans, Sea in the north, the Suez Canal and the Red Sea in they derogatorily called them “Red Men” and began a the northeast, the Indiana Ocean to the southeast and course of colonization, enslavement and subjugation the Atlantic Ocean to its west. Africa contains the that would last for centuries. Sahara Desert, the largest desert in the world, and the

ACTIVITIES: The students will: Teachers must choose which activities they want 1. Write in their journals what they already their students to complete, or give the students know about Africa. options from the various sections; numerous options 2. Identify African countries they already know. are on display. 3. Identify how they developed their knowledge of Africa. SECTION 1: 4. Locate contemporary places in Africa and LANGUAGE ARTS: GEOGRAPHY SKILLS connect them to where Ancient Africans lived. • Complete a prereading journal entry activity 5. Locate the places where the Pyramids were built. • Use maps to locate nations and landforms in Africa DIRECTIONS: METHOD OF DELIVERY: – Student generated work 1. Students will complete a writing activity in their journals. PROCEDURE: 2. Have students list everything they know about The teacher will: Africa. Give them 2 minutes to write. 1. Become familiar with a timeline of African 3. Have students share their lists with 3 – 4 History - http://www.localhistories.org/aftime.html classmate. (5 minutes) 2. Provide Internet access to students so they can 4. Then ask the class as a whole, where did complete research projects. these ideas come from? Where did students 3. Prepare resources on life in Africa in the learn information they know about Africa? past and today. 5. Then ask students, “What are some other ways 4. Refer to the Vocabulary building Strategies we can find out about Africa and its history?” following the Vocabulary list. 6. Then give each student a blank map of Africa 5. Complete from the activities listed under the to fill in the names of as many countries as Vocabulary Strategy section. possible that they know with a colored marker. 6. Have students read or listen to the background 7. Allow them time to check with their partner information for Section 1. and complete any additional information they 7. Continue with map work from the can share with each other. Vocabulary Activity. 8. Discuss why some people know so little about 8. Provide students with 4 maps: African history and culture. • A blank map of Africa 9. Provide students with a copy of the Vocabulary • A map with African countries included on it List for Sections 1 – 4. • A Peters Projection Map 10. Tell them they will be using Section 1 only. • A map of Ancient African civilizations 11. Complete the Vocabulary Activity with students. located around Ancient Egypt 12. Then show a Peter’s Projection map. Ask 9. One map should be blank and one should have students what they notice about the difference countries added. Many maps are available on in this map and the ones we usually see. the internet. 13. Ask students what thoughts they have about 10. Provide students with a map of the countries the differences in the two maps. where the Nile River flows. 14. Ask students to describe how they feel about 11. Be familiar with places designated for students Africa and its people. to find. 15. Ask students if their feelings are based on facts 12. Use geography facts to trace Pyramid building or opinions. along the Nile River that ran through 16. Provide students with a completed map of 6 countries. Africa with names added. 13. Make comparisons between the boundaries 17. Then ask students to fill it in with the names of of Ancient Egypt and the country we know countries they know. today as Egypt. 18. After checking with a partner and sharing what 14. Identify the countries/nations that were they know collectively, complete the map with neighbors to Ancient Egypt and compare that all of the countries as a homework assignment. list to the current countries that occupy those Ask students to use a different colored marker same areas. to complete the assignment.

Wadjkare, Qakare Iby Dynasty 9 to 10–2160-2040 BCE Meryibre, Merykare, Kaneferre, Nebkaure, Akhtoy Dynasty 11–2134-1991 BCE The Middle 50 TEACHER ACTIVITY GUIDE The Historic Journey: “Yes We Can” © 2010 Holland and Associates; All rights reserved.

19. Then have students read the Background STUDENT REFLECTION AND DEBRIEFING Information – Introduction to Africa. QUESTIONS: 20. Then give students the third map of the Nile Students will answer the following questions. River Valley and the nations that lived there in 1. What was the main point of the lesson? Early African times. 2. What did I learn that was new information? 21. Allow students time to ﬁnd places listed in 3. What connection do I feel to the topic we the Background information. discussed? 22. Discuss what new information they learned. 4. What do I believe so few people know about 23. Have students ﬁnish any of the map work African culture, heritage and history? presented earlier that was not completed 5. What will I do differently because of what I in class. learned from this lesson?

FOLLOW-UP: TEACHER REFLECTION: 1. Have students work in groups to create a 2-foot 1. The student received the necessary materials long timeline. to complete the lessons. a. Help students work in groups of 3 – 4 people 2. The students recognized a connection to the to create a timeline that uses (BCE – Before lesson topic and were able to see how it related Common Era and CE – After the Common to their lives. Era) also called BC and AD. Create the 3. The students satisfactorily met the lesson timeline with 1000-year intervals. objectives when they completed the assignment, b. Use a 2-foot long piece of butcher paper for as measured by the related state standards. each group. Let the timeline stretch from 4. Students have new understandings about the 5000 BCE to 2000 CE. Have the groups signiﬁcance of knowing about African history count off 5 inches for each 1000-year period. from an unbiased perspective. (This project could be used with all 4 sections 5. Students were provided time to complete a self- of this part of Lesson 3.) reﬂective assessment activity and were able to c. Help students understand what this timeline answer questions about their progress related to represents. Add a few key facts on the the topic. timeline. 6. I am developing a knowledge base for teaching d. Collect timelines and have students add to information about African culture and history. them as their study of the pharaohs, the pyramids and migration patterns continue. RESOURCES: e. Then use the timeline to create a collection Exploring Africa of important events in Ancient Egyptian http://exploringafrica.matrix.msu.edu/index.php history. f. Allow groups to add information and pictures Ancient Egypt – Numerous Websites related to about when various events happened in Early Ancient Egypt African history. http://www.42explore2.com/egypt.htm 2. On their maps of Africa, allow students to draw Map of Ancient Egypt the type of pyramid that was built in each http://www.artic.edu/cleo/MapEgypt.html particular area of Africa: Silt, Step, and Perfect. (This could be completed with Section 4 of Part 1.) Ancient Africa for Kids –The Kingdom of Kush; Nubia http://www.africa.mrdonn.org/kush.html ASSESSMENT: • Assess understandings based on journal entries Part 1-Ancient Africa – From the Beginning BC /BCE and initial map information. http://web.cocc.edu/cagatucci/classes/hum • Check maps to assess what students already 211/timelines/htimeline.htm know about Africa and additional information they learn throughout the unit. Welcome to Ancient Egypt - PowerPoint • Evaluate the group timelines for accuracy and Presentations (Many prepared by students understanding of when important dates occurred. from Manatoba) http://ancienthistory.pppst.com/egypt/overviews.html

Mathematics of the Diaspora: The Ancients http://www.math.buffalo.edu/mad/Ancient -Africa/index.html

Wonders of the African World: with Henry Louis Gates, Jr. http://www.pbs.org/wonders/

Nubianet.org – An online resource for studying Ancient Africa and World Civilizations http://www.nubianet.org/ 1994-2001 Education Development Center, Inc.

Peters Map of the World http://www.public.asu.edu/~aarios/resourcebank /maps/page9.html

EXTENDED ACTIVITIES: Language Arts: Research Project Allow students to write reports on some aspect of Egyptian history. The report could include either early history or current trends. a. The report could be on social customs, government, religion, agriculture, art, economics, deserts and waterways. b. Have students create a report on the regions found on the continent of Africa and give a few brief ﬁndings about the countries in each region and other key facts about the regions. (Northern, Western, Central, Eastern and Southern) c. Allow students to choose countries in Africa and create a report on how the country has changed throughout its history. d. Allow students to choose another culture that ﬂourished in Ancient Africa and share its history and what happened as that history diminished in earlier times. Early history can also be updated with current history about that country/nation if it is still in existence. (Ethiopia, the Nubian kingdom, Ghana, Mali, Songhai, Great Zimbabwe and Timbuktu).

Kingdom 2040-1782 Intef I, Intef II, Intef III, Mentuhoptep I, Mentuhoptep II an inscription records that he sent an expedition to the land of Punt. Mentuhoptep III. 52 TEACHER ACTIVITY GUIDE The Historic Journey: “Yes We Can” © 2010 Holland and Associates; All rights reserved.

BACKGROUND INFORMATION of Life. It was multifunctional space that served as PART 1: SECTION 2: THE WORLD’S FIRST a university, library, medical school, clinic, temple, WRITTEN LANGUAGE: HIEROGLYPHICS (Mwd Ntr) seminary and dormitory. From a very early age, the young African children studied religion, philosophy, ieroglyphics is the world’s first written science, astronomy, mathematics, music and Mdw Ntr. language, and as it was created, it held Even in ancient Egypt, most information was orally Ha spiritual context with a deep meaning transmitted. However, when early Egyptians did write for those who used it. Hieroglyphics is an ancient text, their writing instrument was a reed in a pen case. language written with a full vocabulary that is read They used a jar of water to soften the red and black from left or left to right. The ancient Africans called paint normally used, but they also had a complete their writing Mwd Ntr (MEH-DOO NEH-CHER) array of bright and dull colors. Their messages were meaning Divine Script. Hieroglyphics is a Greek written on a type of paper called papyrus. The word word meaning “Sacred Writing.” When the Greeks paper is derived from the African word papyrus. The first came to Egypt, they could neither speak nor way in which they read the writing depended on the understand this African writing so they changed the direction that the animals and humans faced from left way in which the language was spoken. What was to right or vice versa. Mdw Ntr to Africans became hieroglyphics to Greeks. Mwd Ntr writing originated in Central Africa Pictured characters in the text recited poetry, told around the Great Lakes region of Kenya, Uganda and adventures of wars, and even described different Tanzania. It then traveled to Ethiopia and ancient magical incantations. Mdw Ntr and the subsequent Punt (Somalia) and ancient Nubia (Sudan). It was cursive alphabet called Hieratics had its early roots introduced to Kmt (Egypt) from Nubia and it reached along the Nile River. The ancient Roman writer, its intellectual zenith in Kemet (Egypt). The walls of Diordorus Siculus, commented in the 1st century the pyramids and ancient scrolls that were discovered B.C.E., “They have, like the Ethiopians, two species in later years help us to understand the life and of letters, hieroglyphs and the alphabet; but among the times of Ancient Egyptians. The messages recorded Egyptians the first was known only to the priests, and by on the walls of the pyramids and the scrolls of the transmitting them from father to son, whereas both species past help document what happened long ago. Even were common among the Ethiopians”. though many other important traces of the culture has It was a very special honor for a young man to be disappeared, we still can relive that culture through selected from scribal school. He was chosen when he the writings that continue to help us to understand was seven years old. This young scribe would study in the rich story of ancient Egypt. the “Per Ankh” (Scribal School), which means, House 53 TEACHER ACTIVITY GUIDE The Historic Journey: “Yes We Can” © 2010 Holland and Associates; All rights reserved.

SECTION 2: ACTIVITY 1 – ART WRITE NAME IN HIEROGLYPHICS; WRITE OTHER MESSAGES METHOD OF DELIVERY: –Student generated products

PROCEDURE: The teacher will: 1. Practice saying the names of the Egyptian cities and other words listed in the Background Information. 2. Have students listen as the teacher reads the Background Information to the class. 3. Have students use their vocabulary list and underline words as they hear them read. 4. Have students use their maps from the previous DIRECTIONS: section to ﬁnd the places listed in Section 1. Listen to the teacher read the Background 2’s Vocabulary list. Information to the students. 5. Provide students with a copy of the alphabet 2. Review the vocabulary words in Section 2 and written in hieroglyphics, also called the Mdw mark them as they are read in the Background Ntr alphabet. Information. 6. Translate a message from hieroglyphics 3. Have students use maps from the previous to English. lesson and add information to them from 7. Note: Once the basic lesson plan of Mdw Ntr Section 2. (Hieroglyphics) is presented, the teacher can 4. Give each student a message that you created create many different lesson plans according on a worksheet using hieroglyphic letters. to class grade. Students can learn to write their 5. See Hieroglyphic Translator site for assistance name on Mdw Ntr. In Mdw Ntr there are some in creating your message. http://www.quiz vowels and consonants that are not represented land.com/hiero.htm in the English language. 6. Give students a copy of the hieroglyphic 8. Instruct the students to write/draw whatever alphabet (The Hieratics). letters exist. Perhaps the students can make up 7. Allow them to solve the message and translate their own symbols for the letters that are it into English. omitted in Mdw Ntr. 8. Have students work with partners to translate the message. The students will: 9. Then let students create their own name using 1. Have vocabulary lists from the previous the alphabet. lesson available to use as they hear the 10. Discuss the signiﬁcance of the Rosetta stone. Background Information being read. 1. How does written language help preserve knowledge from one 2. Listen to the teacher read the Background generation to the next? Information. 2. How did the Rosetta Stone help researchers understand 3. Mark words that are heard during the reading. hieroglyphics? 4. Use maps to locate additional places listed on 3. How were archeologists able to understand what the the vocabulary list. hieroglyphics meant? 5. Examine the hieroglyphic alphabet (Hieratics). 4. How did knowing about several languages help with the 6. Write their name in hieroglyphics. interpretation of hieroglyphics? 7. Try to read other student’s names based on the 11. Ask students what foreign languages they would hieroglyphic alphabet sample. like to learn and why? 8. Write a simple phonetic sentence using 12. Let student write other messages using hieroglyphics. hieroglyphics. They could be sentences or other 9. Discuss the importance of written language. secret messages for the class.

Dynasty 12–1991-1782 BCE Amenemhet I became king after defeating a Libyan tribe. Senusret I, Amenemhet II, SenusretII, Senusret III, Amenemhet III – canals were 54 TEACHER ACTIVITY GUIDE The Historic Journey: “Yes We Can” © 2010 Holland and Associates; All rights reserved.

TEACHER REFLECTION: 1. The student received the necessary materials to complete the lessons. 2. The students recognized a connection to the lesson topic and were able to see how it related to their lives. 3. The students satisfactorily met the lesson objectives when they completed the assignment, as measured by the related state standards. 4. Students have new understandings about language and the importance of being able to record history as well as their own thoughts so others will know how they view various events in their lives. 5. Students were provided time to complete a self- FOLLOW-UP: reﬂective assessment activity and were able to 1. Post children’s hieroglyphic alphabet(Hieratics) answer questions about their progress related to names and allow others to guess whose names the topic. are written. 2. Students could use paint on a large sheet of RESOURCES: paper to write their names and/or messages and Detroit Institute of Art: Lesson Plans on pictures about their families. Ancient Egypt 3. Use clay to carve hieroglyphic ﬁgures with a http://www.dia.org/education/egypt-teachers/sitemap.htm quote about life on it. Let the clay dry and compare it to the Rosetta Stone. Education World: It’s Not Greek to Me! (It’s Egyptian!) ASSESSMENT: http://www.educationworld.com/a_lesson/02 • Evaluate phonetic spelling of messages that /lp276-01.shtml students create. • Observe how students decode other Online Hieroglyphic Translator student’s messages. http://www.quizland.com/hiero.htm • Continue checking maps and updated locations.

STUDENT REFLECTION & DEBRIEFING QUESTIONS: Students will answer the following questions. 1. What was the main point of the lesson? 2. What did I learn that was new information? 3. What connection do I feel to the topic we discussed? 4. Why is it important that history is written down? 5. Why do I believe it is important to write down my thoughts to let others know what I am doing and what I believe? 6. Do I feel it is important for me to learn other languages and be able to read and translate them? 7. What will I do differently because of what I learned from this lesson?

BACKGROUND INFORMATION written by Hippocrates in 400 BCE. It PART 1: SECTION 3: MEDICINE IN ANCIENT is a pledge that each doctor recites in an AFRICA: IMHOTEP – 3RD DYNASTY updated format today when they enter the medical profession. However, before frica is the first continent on the earth with we go looking to find Imhotep’s people who practiced the art of medicine. name in the oath, it is important AThese ancient doctors were the authors of the to realize that the Greeks changed world’s first medical encyclopedias and other books his name and referred to Imhotep pertaining to the healing arts. Some of the medical as “Aesculapius”. Both Imhotep scrolls discovered in later years in the Nile Valley and Aesculapius have the same Region were written over 5,000 years ago. The ancient achievements attributed to poet and historian, Homer, the Greek bard or poet, them, so many historians believe wrote in his poem, The Odyssey, “in medical knowledge, that they were the same person. Egypt leaves the rest of the world behind.” This medical The first Hippocratic oath said, “I care was free for all Africans because the doctors were SWEAR by Apollo the physician, employees of the Egyptian government. and Aesculapius, and Health, After the African doctors learned the general and All-heal, and all the gods and functions of the human body, they began to specialize goddesses, that, according to my in certain parts of the human anatomy. One of the ability and judgment, I will earliest areas of concentration of study was in the field keep this Oath.” Much of Dietetics. The ancient historian names, Herodotus, of what early who traveled to many parts of Africa revealed in his Greeks knew book, The Histories, that ancient African doctors “… about medicine believed that people got sick by what they ate.” Other was heavily Imhotep doctors, during the Old Kingdom (1st Dynasty – 6th influenced by early Dynasty), began to focus their study on particular Egyptian practices. body parts like the eye, head, teeth, and intestines. Imhotep’s accomplishments came 2200 years before Imhotep was probably the most celebrated African the birth of Hippocrates, who many claim is the physician in history. Imhotep’s name means “To Come Father of Western Medicine. to Peace”. He not only served as a physician, he was An interesting side note on Imhotep comes also the Prime Minister of Upper and Lower Egypt with the 1931 production of a movie entitled, “The during the Third dynasty. He lived about 2980 years Mummy”. An actor named, Boris Karloff, played a before the Christian Era. The pharaoh he served was character named Imhotep. When archeologists found another African named King Zoser. Additionally, King Tutankhamun’s tomb in the early 1920s, that as a doctor and prime minister, he was also a scribe event had an influence on the movie. A later version (writer), high priest, administrator, poet, magician of the same movie was released in 1999. It, too, was and architect. Indeed, Imhotep was responsible for based on fictional information about Imhotep. building the Step-Pyramid in Saqqara, Egypt. This Although medical knowledge reached its peak pyramid was the first stone pyramid built in the world in Egypt, the beginning of this movement actually and it still stands in Egypt today. started in Southern Africa. The foundation of all Imhotep also wrote a medical book on papyrus. Dr. medical knowledge, ancient and modern, can be James Breasted, a noted professor and authority on found in Ethiopia, Kenya, Tanzania, and Uganda. As Early African history, from the University of Chicago medical skills grew in Ancient Egypt, this information noted, “Imhotep was one of the first physicians to write a spread to other parts of the world and benefited full-text medical book.” However, when Edwin Smith many people. We now know that what the Egyptian found the papyrus scroll of Imhotep’s work, he did physicians did was more than just myths and religious what most European Westerners did at that time, he superstitions, which some Westerners wanted others named it after himself. When Smith died, his family to believe. The evidence is clear through scrolls, gave the museum the scroll. Dr. Breasted translated statues, monuments and drawings that Black people the scroll that is now housed in the New York made substantial contributions to medicine and other Academy of Medicine. fields during the Ancient Egyptian time period. Imhotep is also honored and venerated in the oath dug and sluices made for irrigation from the Nile. The rise of the Nile is marked on the rocks at Semneh. Amenemhet IV, Queen Sobeknefru. 56 TEACHER ACTIVITY GUIDE The Historic Journey: “Yes We Can” © 2010 Holland and Associates; All rights reserved.

SECTION 3: ACTIVITY 1: The Step LANGUAGE ARTS / WRITING / ORAL REPORT Pyramid Create a biography of Imhotep and a visual display about Imhotep METHOD OF DELIVERY: –Teacher mini-lecture on biography structure; Student generated project

REPORT ON IMHOTEP The student will write a biographical report on Imhotep, the doctor and engineer who built the first stone pyramid. Students will include and extend information about Imhotep writing the first medical book (papyrus). This book (papyrus) was renamed the Edwin Smith papyrus and can be found in the The students will: New York Academy of Medicine. In the report 1. Read Background Information about Imhotep. consider why the Egyptian work was renamed after its 2. Use vocabulary words to find meanings. discoverer and is not known by the original 3. Gather information from at least one other writer’s name. source besides the Background information. 4. Use the checklist provided by the teacher to PROCEDURE: organize their information. The teacher will: 5. Write a 3-pragraph bibliography about Imhotep. 1. Provide Background Information on Imhotep 6. Work with a partner or small group to create a and the period of Ancient Egypt in which visual about Imhotep. he lived. 2. Provide Vocabulary list given out in Section 1. DIRECTIONS 3. Have students match vocabulary words and 1. Have students read the Background meanings. Information on Imhotep. 4. Assign students to write a biography 2. Use the vocabulary list to match word meanings. of Imhotep. 3. Allow students to find information from one 5. Provide students with a checklist for their more source. (Internet, books, encyclopedias) paper. The checklist could include the 4. Have students write a 3-paragraph essay about following items: Imhotep in their own words as they share some a. Write a title for the story. of his accomplishments. b. Begin the biography with an interesting 5. Students will use a checklist provided by the statement or question that will grab the teacher to be sure they have included all of the readers attention and let them know vital information they need to complete something about the person you are going their project. to write about. 6. Along with the biography, allow students to c. Include the person’s name in the story. create a visual presentation to display with their d. Share an important early experiences in written report. the person’s life. 7. Students may work in teams to create a poster, e. Share other important experiences about diorama, or PowerPoint presentation on the person. Imhotep and some of his accomplishments. f. Tell why the person is famous. Share why the 8. Use the Internet to find graphics related to person was important enough to write about. Ancient Egypt that show Imhotep and some of What were the person’s major the things associated with his life. accomplishments? g. End the story with a closing thought about FOLLOW-UP: what this person’s life means to the reader or 1. Give students adequate time to complete their others people living today. biography both in class and at home.

2. Be sure all students have the supplies they

2. What did I learn that was new information? 3. What connection do I feel to the topic we discussed? 4. Why have Imhotep’s accomplishments been overlooked by many textbooks in the past? 5. How could one person do so many different things in his lifetime? 6. What connections does early Greek history have with early African history? 7. What will I do differently because of what I learned from this lesson?

TEACHER REFLECTION: 1. The student received the necessary materials need to complete their projects. Make to complete the lessons. suggestions of where they can find inexpensive 2. The students recognized a connection to the or free materials. lesson topic and were able to see how it related 3. Arrange an in-class time for students to to their lives. display and explain their graphic presentations 3. The students satisfactorily met the lesson with classmates and other guests you may objectives when they completed the choose to invite. assignment, as measured by the related 4. The report on Imhotep could be presented state standards. along with other reports from other parts of the 4. Students have new understandings about the lesson or at the end of the unit: “Before significance of knowing about African history America-African History.” from an unbiased perspective. 5. Students were provided time to complete a self- ASSESSMENT: reflective assessment activity and were able to 1. Evaluate the vocabulary matching activity. answer questions about their progress related 2. Analyze and score biographies based on a to the topic. predetermined rubric. 3. Have students score each others’ visual displays RESOURCES: based on a predetermined rubric. Black Kings of the Nile: Racism and the New • On the rubric have a place for both positive Discovery of Ancient Africa feedback and questions or concerns the http://www.pbs.org/wonders/Episodes/Epi1 viewer noticed. /1_retel1.htm • Be sure that students share a positive thing they liked about their classmates projects before Tour Egypt: Imhotep, Doctor, Architect, High Priest, providing suggestions for the other teams Scribe and Vizier to King Djoser, by Jimmy Dunn to consider. http://www.touregypt.net/featurestories/imhotep.htm • Have students phrase their suggestions in a question format rather than telling the other EXTENDED ACTIVITIES: team what they didn’t like. (Did you consider … 1. Allow students to work in teams to create for your next presentation?) a poem or rap that also shares information • Other classmates could also say things like (I about Imhotep and the time he lived in wasn’t quite sure about … can you explain more Ancient Egypt. of what you meant?) 2. The poem or rap should include a minimum of 5 facts about Imhotep. STUDENT REFLECTION & DEBRIEFING 3. As the unit progresses, have student save the QUESTIONS: work they create on individual projects and Students will answer the following questions: create a gallery of work on Ancient Egypt to 1. What was the main point of the lesson? share with other classrooms.

Dynasty 13–1782-1650 BCE The Second Intermediate Period 1782-1570 Wegaf, Ameny Intef IV, Hor, Sobekhoptep II, Khendjer, Sobekhoptep III, Neferhotep I, 58 TEACHER ACTIVITY GUIDE The Historic Journey: “Yes We Can” © 2010 Holland and Associates; All rights reserved.

The ﬁrst stone pyramid The Step-Pyramid of Saqqara

BACKGROUND INFORMATION The pyramids were built from rich soil called silt. PART 1: SECTION 4: ANCIENT AFRICA: An abundance of silt was carried down (north) on the THE PYRAMIDS Nile as the river overflowed annually. The Upper land (south) supplied the lower land with the soil needed he pyramids provide images that help define to improve the harvest each cycle. The soil pushed the technology that early African builders further and further north until it eventually formed a Tpossessed as they worked along the Nile delta near the northern boundary of Egypt emptying Valley in Kenya, Uganda, Tanzania, Ethiopia, Sudan into the body of water we call the Mediterranean Sea. and Egypt. Although they do not all stand today, at The Nile River flowed through 6 countries. one time there were hundreds of pyramid structures Silt comes in the form of very fine particles of soil. in Africa. Even though the pyramids were built to It ranges in diametric size from .05-.002 mm. This is honor the pharaohs, they also served many other from .00008-.002 in inches. Silt is kept in suspension purposes. The pyramids were often burial chambers because of the Nile’s constant turbulence. The for the Pharaohs and those who attended him. They constant movement stops, however, when the river also represented the knowledge the ancient Africans reaches the Mediterranean. A delta is formed where gained in mathematics, engineering and astronomy. the silt settles. Ancient Africans experimented with Understanding the progress of pyramid building takes different ways of building pyramids until they finally us on a journey from the height of the Pyramid Age’s came up with stone carving. The ancient pyramid first stone pyramid during the 3rd Dynasty, 2780-2565 builders used limestone that varies in color. It could B.C.E. to the end of the 6th dynasty 2420-2270 B.C.E. have been black or white but the limestone they chose Prime Minister Imhotep built the first stone-step was mainly gray. Limestone is easily carved, but it is pyramid for his King and Pharaoh Zoser during the hard and durable. 3rd Dynasty, 2780-2680 B.C.E. Imhotep, the King’s The ancient builders began stone cutting by High Priest, was also known as Aescalapius to the carving around a particular trench. Once they began Greeks. As the engineer who helped design and build the trench, balls of dolorite (very hard rock found at the first stone pyramid, Imhotep was also a sage, poet, these sites) were used to pound out the trench and magician and the first medical doctor to ever write a even out the surface of the desired rock. Engineers medical journal on (papyrus). This book (papyrus) was would pound the perimeter of the desired block renamed the Edwin Smith papyrus and can be found with a copper chisel. The surface of the boulder was in the New York Academy of Medicine.

The Great Pyramids of Gizeh

likely prepared by heating it with fire than pouring plant Egypt’s crops more efficiently. The pyramid was cold water on it to crumble the granite. Then a constructed so that the rays of the sun beamed down combination of levers, ropes and well-organized work on a particular side during a certain season. As people crews moved the massive stones out of the quarry. The in different fields of study worked together, their workers were probably farmers and skilled craftsmen. ultimate goal was to improve the standard of living in When the Nile River overflowed, farmers could not the country. harvest, so they made extra income on public works. One well-known structure was Pharaoh Khufu’s Thousands of farmers and craftsmen were hired to Great Pyramid. It was built in 2600 B.C.E. and complete these structures. contained over 2,300,000 block stones, each of which After the huge stones were carved out of the quarry weighed between 2 and 3 tons. This massive structure in Nubia, they were transported to a ship by a special covered 13 acres and stood 481 feet tall. Compare this sled. Then the stones were shipped down the river to the length of a football field that is about 360 feet (north). The builders’ powers in transporting stones by long. Can you imagine how tall a football field would water were astonishing. From 1,000 blocks, to a block be if you were able to stand it up? Well the pyramid weighing 1,000 tons, the builders were equal to the would be taller than that. demand. As the sled moved along the sand, a worker Using precise measurements, with the formula for would spread a solution on the ground that increased solving for the perimeter of a square, the square base and helped the movement of the bricks. originally measured 755.77 feet on its north, south, The structures changed throughout the years. east and west sides. The height was 481.4 feet. The What began as Silt-Pyramids in Nubia became Step- measurements of the Pyramid of Khufu have been Pyramids in Saqqara and finally evolved into the rounded off to the nearest number. Half the perimeter Perfect-Pyramids in Gezeh. Mathematicians, who divided by it height was 3.1408392. The modern value calculated the measurements, helped the engineers of pi is 3.141597. The difference is only 0.0007535, who built the structure. The astronomers measured respectively. The mathematical skill of the builders the reflections of the sun’s rays on the pyramid. This was impressive because they were so accurate. The told them what season they were experiencing. The ancient builders produced structures that were built people of ancient Africa wanted to improve their using careful planning, and the ones that remain still abilities in agriculture so as the astronomer shared make scientists marvel about how these people were their information. The agriculturalists could then able to create such awesome monuments.

Sobekhotep IV, Ay, Neferhotep II. Dynasty 14–Nehesy Dynasty 15–1663-1555 BCE The Hykos Invasion–Sheshi, Yakubher, Khyan, Apepi I, Apepi II 60 TEACHER ACTIVITY GUIDE The Historic Journey: “Yes We Can” © 2010 Holland and Associates; All rights reserved.

SECTION 4: ACTIVITY 1: SCIENCE the Moon” (Kilimanjaro), in Kenya, Uganda Choose from several options to reinforce and Tanzania. From this beginning, the rich silt information presented flowed down through Ethiopia, Nubia (Sudan) METHOD OF DELIVERY: – Student generated products and finally to Egypt. 2. The student will use the geography facts to PROCEDURE: trace pyramid building along the Nile River. The teacher will: The student will label each country and city 1. Have students read or listen to the Background listed and draw the type of pyramid built in Information sheet. each area—silt, step or perfect. 2. Have students use the vocabulary sheets and focus on words in Section 4. ACTIVITY 2: GEOMETRY AND ART Have students work in pairs as the class DRAWING 3-D PYRAMIDS works together: The teacher will: • Circle names of people 1. Provide students with graph paper. • Underline names of places 2. Show students examples of how they could • Put a box around scientific fields of study or draw a pyramid using the graph paper. people who worked in those areas • Put a star next to words that relate to how the The students will: Ancient Africans moved stones or built 1. The student will draw two pyramids from the pyramids different angles using a 3D perspective. • Place 3 lines under words that relate to math 2. These views will give the student a better • List the words that don’t fit into any category understanding of the structure of the • Have partners share what they are with class Great Pyramid. 3. Review the options for assignments and decide 3. The student will draw the pyramid on graph which activities to use. paper on a worksheet placing the door along 4. Recreate some of the pyramid drawings on the southwest wall. graph paper to prepare for how to help students 4. The teacher should stress to the student to with their 3-D visual representations of make the middle line of the pyramid longer the pyramids. than the other two to give the pyramid a third 5. Prepare materials needed for each option given. Nubia dimension. 5. The other view will be along the southeast side. The students will: This pyramid will show the different areas. 1. Read or listen to the Background Information. 6. Both pyramids should be labeled N (north) E 2. Complete a Vocabulary activity using the words (east) S (south) W (west). Pyramid B will listed in Section 4. be used to label by number the inner rooms 3. Follow the teacher’s direction on which of the structure. activities appear to be the most age appropriate and suggestions about which activities should ACTIVITY 3: be used for this school year. MATHEMATICS PROBLEM SOLVING 4. Be prepared to choose which options to pick if The students will: the opportunity is given to students to decide 1. Analyze the high level of mathematical which activities to use. knowledge and sophistication needed to build the pyramids. DIRECTIONS: 2. Use 2 math formulas and solve for the answer. ACTIVITY 1: GEOGRAPHY: MAP STUDY 3. Give the numerical value for each side of the The teacher will: pyramid along with its height. 1. Provide maps of the Nile River valley 4. From this information, solve for the perimeter 2. Have students locate and mark where pyramids of the pyramid and the value for pi. were found 5. After the student properly labels each side the problem can be solved. The students will: 6. Height=481 feet Sides NW, NE, SE, 1. The student will follow the Nile River from SW= 755 feet each. its origin at the foot of the “Mountain of 7. State 2 math facts. 61 TEACHER ACTIVITY GUIDE The Historic Journey: “Yes We Can” © 2010 Holland and Associates; All rights reserved.

ACTIVITY WORKSHEET 3-Part 1 MEDICINE IN ANCIENT AFRICA: IMHOTEP-3RD DYNASTY

Name ______Date ______VOCABULARY CHECKUP

Add Vocabulary Word Definitions that Matches • Imhotep 1. A pharaoh whose tomb has been opened and its • Pharaoh Zoser contents put on display • Step Pyramid 2. A pledge that doctors take 3. An ancient African historian • The Odyssey 4. To treat with great respect • Histories 5. To become highly skilled in one area • specialize 6. Countries in African • anatomy 7. Greek doctor often connected to Imhotep • Dietetics 8. A science that deals with body parts • Herodotus 9. A Greek mythical god • venerated 10. A book written by Herodotus • Aescalapius 11. Scientists who study fossils and artifacts from the past • Hippocrates 12. Egyptian Father of Modern Medicine • Hippocratic Oath 13. Irrational beliefs not based on facts, but unfounded • Apollo ideas that people pass on to others • Ethiopia, Kenya, 14. The first huge structure of its kind designed Tanzania, and by Imhotep Uganda 15. A great deal of; a lot of: plenty • Papyrus 16. Ruler during Imhotep’s time • archeologists 17. A Greek doctor who lived years after Imhotep • King Tutankhamun 18. A book written by Homer, a Greek poet • myths 19. The study of food and its effect on the body’s health • superstitions 20. A type of paper made from strips of a plant that have been pressed flat • substanial 21. Stories that cultures share to explain why certain things are true 62 TEACHER ACTIVITY GUIDE The Historic Journey: “Yes We Can” © 2010 Holland and Associates; All rights reserved.

ACTIVITY 4: SCIENCE /ASTRONOMY The teacher will: Examine angles of the sun in relation to the sides 1. Have the students list ten words that come to their of the pyramids mind when they think of Egyptian pyramids. The student will draw a pyramid in 3D. 2. Afterwards, have students use the ten words to The teacher will: write a short paragraph about the pyramids. 1. Provide students with graph paper. 3. Provide students with state rubrics for writing. 2. Provide directions for drawing the pyramid. The students will: The students will: 1. Write 10 words that remind them of the 1. Design a model of a pyramid. Egyptian pyramids. 2. Include a drawing a dotted line representing 2. Use the words listed to write a paragraph the northern point. on the pyramids. 3. Discover how the sun’s rays helped in 3. Use the state rubrics to check for spelling, foretelling the time of year. grammar, punctuation and content quality. 4. Draw the sun in its four positions emphasizing the direction of the rays. OPTION 2: 5. Discover how the astrological signs of Africa LANGUAGE ARTS – WRITING ASSIGNMENT The students will write a short descriptive essay foretold of future seasonal changes. discussing the pyramids. 6. Write a paragraph about the pyramid’s astronomical factors. Students will use the following writing format: Paragraph 1: Introduction – Include a main idea ACTIVITY 5: SCIENCE: ASTRONOMY sentence about all of pyramid building in Africa. AND THE PYRAMIDS Paragraph 2: Information on silt and its role in The teacher will Nubia in building pyramids. 1. Lead discussion on how the sun rotates around Paragraph 3: Information on the Step-Pyramid the earth to account for seasonal changes. in Saqqara. 2. Provide students with graph paper. Paragraph 4: information on the Perfect-Pyramid 3. Provide directions to help students draw a that evolved in Gizeh. pyramid and illustrate how the sun would Paragraph 5: Summary about all of the pyramids rotate around it. and how technology changed and helped create the pyramids we see today. The students will: 1. Explain how the sun’s rotation cycle ACTIVITY 7: SOCIAL STUDIES: TIMELINES creates seasons. The teacher will: 2. Draw a visual representation of a pyramid and 1. Provide students with the options of choosing show the sun’s rotation cycle around it for each from two sets of information. season of the year. 2. Provide students with timeline dates for when 3. Show these astronomic facts and how they are the Pharaohs ruled. related to the pyramid: 3. Provide students with information that shows VERNAL EQUINOX-March 21 where pyramids were built. AUTUMNAL EQUINOX –September 23 4. A further option would be to allow students to SUMMER SOLTICE-June 21 look up Internet sources that provided WINTER SOLTICE-December 21 information on one of the two options. • Equinox means days and nights. • Soltice means that the sun is standing still. The students will: 1. Work in pairs to create their choice of ACTIVITY 6: LANGUAGE ARTS WRITING time lines. ASSIGNMENT: RESEARCH PROJECT 1. Create a timeline showing when and where OPTION 1: THE PYRAMIDS various types of pyramids were built. Choose between two writing options, one will 2. Create a timeline showing when the various use vocabulary words and the other will use a Pharaohs ruled in Egypt. predetermined paragraph structure.

Dynasty 16–1663-1555 BCE Anather, Yakobaam Dynasty 17–1663-1570 BCE Sobekemsaf, Intef VII, Tao I, Tao II, Kamose 63 TEACHER ACTIVITY GUIDE The Historic Journey: “Yes We Can” © 2010 Holland and Associates; All rights reserved.

FOLLOW-UP: 1. Have students share the graphic displays they constructed as representations of the pyramids they just created.

ASSESSMENT: The Nile Use the following questions as a form of either Delta written or verbal assessment.

EVALUATION QUESTIONS 1. Who built the Great Pyramid? Pharaoh Khufu 2. When was it built? B.C.E. 3. How many blocks of stone did it take to build? Over 2,300,000 4. How many acres does this pyramid cover? 13. How did the engineers construct 13 acres their pyramids? 5. What is the approximate weight of each stone? They constructed the pyramids so that Between 2 and 15 tons each. the rays of the sun beamed down on a particular side during a particular season. 6. How many pyramids would you have to stack

on top of each other before you reached the sun? FINAL WRAP UP QUESTION One Billion How did the Great Pyramid of Khufu show the 7. If you broke each stone into one-foot cubes and level of technology of ancient Africa? placed them side by side, how far could you travel around the world? Possible Answer: Two-thirds the way around the world. The people of ancient Africa wanted to improve their abilities in agriculture. Mathematicians, who 8. What is the height of Khufu’s pyramid? calculated the measurements that built the 481 feet structure, helped the engineers. The astronomers 9. True or False- The sides of a square are equal? measured the reflections of the sun’s rays on True the pyramid that told them what season they were 10. What is the formula for solving for the experiencing. The astronomer could then tell perimeter of a square? the agriculturalists who could then plant Egypt’s P= 2(1+w) crops more efficiently. 11. What is the value for pi? STUDENT REFLECTION & DEBRIEFING Note: The measurements of the Pyramid of Khufu have been QUESTIONS: rounded off to the nearest number. The square base originally Students will answer the following questions. measures 755.77 feet on its north, south, east and west sides 1. What was the main point of the lesson? respectively. The height was 481.4 feet. Half the perimeter 2. What did I learn that was new information? divided by it height was 3.1408392. The modern value of pi is 3. What connection do I feel to the topic 3.141597. The difference is only 0.0007535. we discussed? 12. Why did ancient Africans study the 4. Why were building the pyramids considered solar system? such monumental accomplishments? They wanted to learn more about how to 5. What analogy can I think of that could harvest their crops more efficiently. compare to how the pyramids were built and events I am experiencing in my life, or things I see in the life of people for whom I care? (Think about the work needed, the foundation, and the apex of the pyramid.)

6. What will I do differently because of what I education. Also the ultimate goal was the learned from this lesson? improvement of the standards of living. 3. Answer the set of question listed below. TEACHER REFLECTION: 1. The student received the necessary materials ANOTHER SET OF QUESTIONS: to complete the lessons. AND ANSWERS 2. The students recognized a connection to the 1. When did the Upper Paleolithic period occur? lesson topic and were able to see how it related a) It began about 25,000 B.C.E. to their lives. 3. The students satisfactorily met the lesson 2. What happened during this age? objectives when they completed the a) The pyramids of Egypt were perfected assignment, as measured by the related along the Nile River. state standards. 3. What is silt? 4. Students have new understandings about the a) Silt is a rich type of soil that travels signiﬁcance of knowing about African history down the Nile River. from an unbiased perspective. 4. Which countries does the Nile River 5. Students were provided time to complete a self- travel through? reﬂective assessment activity and were able a) Tanzania, Uganda, Kenya, Ethiopia, to answer questions about their progress related Sudan and Egypt. to the topic. 5. How did the pyramids progress from silt RESOURCES: to perfect? Edsitement: National Endowment for the a) Silt bricks were used until stone began to Humanities Egypt’s Pyramids: Monuments be carved. As larger stones were carved it with a Message gave the pyramid a sloping effect http://edsitement.neh.gov/view_lesson (Perfect Pyramid). _plan.asp?id=418

Encyclopedia Smithsonian: The Egyptian Pyramids http://www.si.edu/encyclopedia_si/nmnh /pyramid.htm PBS: NOVA Online/ Pyramids/Table of Contents http://www.pbs.org/wgbh/nova/pyramid/textindex.html Lesson Plans: Unearthing Egypt http://www.mnh.si.edu/education/ﬁeldtrip/planned _programs/discovery_room/lesson_plans/Unearthing _Egypt_lesson.pdf

Special Thanks to: Kaba Hiawatha Kamena, (Booker T. Coleman), author of the Panther Prince and Panther Prince Curriculum: Ancient Africa (1987), for permission to use portions of his text in this overview of Ancient African history.

EXTENDED ACTIVITIES 1. Begin making plans on how the class will share what they will learn in the unit with others – (students, parents, etc.). 2. The teacher should stress the level of interdependence among the different ﬁelds of