Presentation on theme: "Mr. Roe 6th Grade Social Studies"— Presentation transcript:
1 Mr. Roe 6th Grade Social Studies The Nile ValleyMr. Roe6th GradeSocial Studies
2 ReviewYou studied early humans and the technology that they invented to make life easier (irrigation, farming, specialization etc…)You looked at the first civilizations, and realized that much of what they developed are still part of our lives today (writing systems, religions, calendars, government and army organizations etc…)
3 BIG IDEA (s)Egyptian civilization begin in the fertile Nile River valley where natural geographical barriers kept invaders outThe Egyptians depended on the Nile River to surviveEgyptian society was divided into social groups based upon wealth and power3100 B.C., Upper and Lower Egypt were combined into one empire
4 By the end of this section, you will submit: Reading Notes (Activity) *Summarize ActivityCornell Notes * Pyramid ActivityCause and Effect ChartIrrigation Organization ChartVocabulary List/DefinitionsMain Idea ListMesopotamian/Egyptian Organization ChartMap ActivityOther Assigned Work (you will be told if there is any)*We will talk about how I want you to submit these towards the end of the section. Just know that you must keep everything we work on, or you will have to do it again!
7 Interesting Facts About the Nile Longest river in the worldFlows to the north, into the Mediterranean SeaThe Nile allowed Egyptians to make paper (papyrus) instead of using stone tabletsShow them the Papyrus
8 Timelines 5,000 B.C. Agriculture begins in the Nile Valley c B.C. Egypt is made up of two kingdomsc B.C. Narmer unites Egypt
9 Settling the NileRemember, civilizations (like those in Mesopotamia as well) arose in river valleysUsed the Nile for EVERYTHINGBegins as two separate rivers (The Blue and the White)Large Cataracts (rapids) form where the two rivers meetEffect: Ships can only use the last 650 miles ofthe NileHave the class make a list of adjectives that describe the river valley. Students will then write a paragraph about the Nile, and share with the class.
10 A Sheltered LandNile looks like a flower, with it’s “petals” being the delta (large fertile land where the river flows into the sea)Nothing but deserts on both sides of the valleyTo the west is the Sahara (your book says the largest desert in the world, but actually, Antarctica is the largest desert in the world)The deserts were great natural barriers, keeping armies out of Egypt for a long time
11 Geographic Features So…. To the west and the east of the ancient Egyptians , there were vast desertsTo the south, there were large cataracts (prevented enemy ships from coming down the Nile)To the north, the delta didn’t allow enemy ships to have safe harbors (places where they could launch attacks from)They had great natural barriers!!!
12 No Outside Invaders; Growth and Prosper Cause and EffectCause: Ancient Egyptians had great natural barriersEffect: Egyptians didn’t face many outside threats and could grow and prosperCauseNatural BarriersEffectNo Outside Invaders; Growth and ProsperStudents will begin their cause and effect chart here, which they will finish on their own as they read
13 Activity Lets make a list of adjectives that describe the Nile After, you will write a paragraph about the Nile and share with the class
14 Similar yet DifferentLike Mesopotamia, the Egyptians built their civilization in a river valleyUnlike the Mesopotamians, the Egyptians had frequent friendly interactions with each otherStudents will begin their compare, contrast chart
15 The River People Egyptians depended on the flooding of the Nile Floods were more gentle and more consistent than the Tigris or Euphrates floodingEgyptians called their land “kemet” or “the black land” because of the silt (soil) that was left behind after the flooding
17 HieroglyphsCombination of Sounds and SymbolsAdvanced Writing System
18 How Can We Understand Hieroglyphs? Rosetta StoneSays the same thing in hieroglyphics,Demotic, and Greek. Thus, we cantranslate and learnThis is where we get the term“Ah, it’s the Rosetta Stone”What does this term mean?
19 A United Egypt Farming led to a surplus and thus specialization Specialization meant goods were producedThis led to tradeThere may have been interactions with Mesopotamia because of trade (and ideas spread, like how to govern!)
20 Rise of Government Earliest rulers were village chiefs Strong eventually overpowered the weakNile delta was Lower EgyptTo the south was Upper EgyptIn 3100 B.C., Narmer led armies north and conquered Lower Egypt (Unification)
21 Narmer Wore Double Crown to Symbolize Unification What do you think this is symbolizing?Family ruled after his death=dynasty
22 Early Egyptian Life Look at page 163 -Who is at the top of the pyramid?-Who is at the bottom?-Where would a scribe be?What does this pyramid represent? Why do you think it is shaped like a pyramid?Where would you like to be if you were an Egyptian?
23 Partner WorkComplete Your Reading Activity Notes
24 Partner Reading Activity Study Skills: Summarizing Text Turn to Page 163Read the Section on Egyptian Social ClassesSummarize what you readWhat is the main idea? What supports that idea?Main Ideas Box on Doc Cam. Discuss with them how to summarize. Assign the pyramid on the back of the handout for homework.
25 Individual Work Compare Mesopotamia to Egypt Use Page 162 Meso Egypt DefensesRiversFloodsEconomyGovernmentArtisansAdvances
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