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Daily Life in Ancient Egypt 6 th Grade Social Studies Chapter 4 Lesson 4.

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Presentation on theme: "Daily Life in Ancient Egypt 6 th Grade Social Studies Chapter 4 Lesson 4."— Presentation transcript:

1 Daily Life in Ancient Egypt 6 th Grade Social Studies Chapter 4 Lesson 4

2 The Big Picture  Farmers planted and harvested crops between the yearly Nile floods.  Most people worked on huge farms owned by government leaders, army officers, or scribes.

3 A Social Pyramid  A person’s position in society depended on what he or she did for a living.  The farmers and captured people made up the largest part of society.

4 A Social Pyramid- Slavery in Egypt  Slaves were the lowest level of the social pyramid.  Most of the slaves in ancient Egypt were Syrians.  However, enslaved people did have basic rights in Egypt.  They had the right to be treated fairly under the law and even to own property.  Look at the diagram on the next slide:  The pharaoh is at the top of the Egyptian Social Pyramid and the slaves are at the bottom.

5 A Social Pyramid Pharaoh Government Officials Soldiers Scribes Merchants Artisans Farmers Slaves

6 Farms and Cities  Both in cities and on farms, people enjoyed simple pleasures, such as:  Celebrating holidays  Playing games

7 Farms and Cities- Farm Life  Most Egyptians live on big farms.  The farmers were run by local scribes.  Farmers grew and harvested crops.  The farmers gave half of the products to the pharaoh as taxes.

8 Farms and Cities- Planting and Harvesting  To bring water to the fields, farmers dug irrigation canals and hauled water using shadoufs.  At harvest time women, men, and children headed out to the fields to cut, stack, and carry grain.  The shares taken by the pharaoh were measured by the scribes

9 Farms and Cities- Cities in Egypt  Most craft workers and artists lived in small mud-brick homes.

10 Farms and Cities- A Busy Neighborhood  The typical Egyptian neighborhood characteristics:  Entrance room served as workshop.  Small living rooms.  Stairway would lead up to the flat roof.  There were everyday chores.  Women would go to the local canal to get water.

11 Children in Egypt  Children in Egypt loved to spin tops, make cloth dolls, wrestle, run and play games.  Farmer’s children had little time to play since they were needed to help in the fields.  Carrying water and feeding the farm animals were the children’s daily chores.

12 Children in Egypt  Children of craft workers began working at the age of 5.  At about the age of 12 girls studied to become weavers.  Sons of government leaders became assistants to their fathers.

13 Why it Matters?  Around the end of the New Kingdom the Egyptian Empire went through great changes.  Around 1100 BC a united Egypt collapsed.  The “Gift of the Nile” continued to affect people everywhere.

14 Main Ideas  While Egypt become a mighty empire, ordinary people continued to work in much the same ways as they had for thousands of years.  Enslaved Syrians and Nubians became key workers in Egypt’s empire.  They worked along side farmers and craft workers to produce needed crops and goods.

15 Main Ideas  Most farmers worked on large farms owned by powerful families.  Most people in Egypt’s towns and cities lived in crowded neighborhoods and crafted goods for a living.

16 Think About It  How did Egypt’s social pyramid shape life in the New Kingdom?  The pharaoh, government officials and soldiers were at the top.  The scribes, merchants and artisans were at the center.  The farmers and the slaves were at the bottom.

17 Think About It  How did the growth of Egypt’s empire play a role in the growth of slavery along the Nile? And how did the enslaved people add to the economy?  Building an empire leads to war since they are destroying and conquering to build larger empires.  War meant capture and enslavement of people, whose labor was demanded.

18 Think About It.  What was everyday life like of the New Kingdom?  Farmers and their children had little extra time because they were needed in the fields.  Their lives were busy, work filled, and they lived in modest houses.  They had everyday chores, but they had free time for things such as board games.


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