1. Chapter 3: Ancient Egypt
Lesson 1: Intro

2. Warm-up Ch.3 Egypt
Respond to the following: 1. Why was the Nile river important in ancient Egypt? 2. What made it possible to decipher hieroglyphics? 3. Summarize the Egyptian spiritual beliefs
Obj: SWBAT compare & Contrast the context of the Egyptians with the Mesopotamian people
HW::
Read Chapter 3—focus on old kingdom architecture & Sculpture
10 Cue Cards
Quiz Friday

3. Ancient Egyptian Context
Geography:
The Nile river—
Longest river in the world
a safe and life giving river of Egypt
Upper Egypt—Southern area
Lower Egypt—Northern Area

4. Ancient Egyptian Context
Developments:
Hieroglyphics—Systems of writing using symbols or pictures
Rosetta Stone—stone that contained translations of hieroglyphics into Greek—that is how we know how to read hieroglyphs

5. Rosetta Stone—stone that contained translations of hieroglyphics into Greek—that is how we know how to read hieroglyphs

6. Ancient Egyptian Context
Spiritual Beliefs:
Polytheistic—Belief in many gods
Amen = Supreme god
Re or Ra = the sun god
The Ka --immortal life source (like a soul)
The Ka is eternal and stays on earth after the body dies
The Ka can inhabit a dead body

7. Ancient Egyptian Context
Spiritual Beliefs (cont.):
Immortality is achieved in funerary traditions:
Body must be embalmed or mummified
Organs are carefully removed (lungs, liver, stomach, intestines) and put in canopic jars placed in the burial chamber
Brain was removed through the nostrils (considered unimportant), heart is left—life giving and houses intelligence
Body is dehydrated & filled with resin soaked linen
Amulets laid on body to ward off evil--charm
Body is wrapped in linens
Burial chamber filled with belongings for the dead:
Furniture, food & drink, utensils, clothing

8. Warm-up Ch.3 Egypt
Respond to the following: 1. List as many things as you know about ancient Egypt 2. What are some things you would like to know about ancient Egypt?
Obj: SWBAT describe the stylistic characteristics of Egyptian art

9. Class Expectations
1. Students are respectful of everyone and all belongings
2. Students are prepared and on time with all materials
3. Students follow directions the first time given
4. Students keep food and drinks away during class (water only)
5. Students keep personal electronics off and out of sight (explicit permission will be given to use electronics).
Hoods off
Food Away
Backpacks, purses, bags, etc. on back of chair or under desk

10. Announcements: Agenda: Exit Slip grades are in the grade book
Exit Slip replaced quiz short answer
Agenda:
Warm-up
Announcements and Reminders
Exit Slip Review Review
Intro to Egypt
Exit Slip
Office Hours
Tuesday 3:00-4:00
Thursday 3:00-4:00

11. Remind 101 Email to text message system
Subscribe by texting this number

12. Cue Card Groups 3-4 people to one group
Exchange phone numbers and s
All works of art to be covered in this course WILL NOT be addressed during class.
It will be your responsibility to research those not covered.
You will create “Cue Cards,” like flash cards, of all artworks for homework.
Divide the list of artworks for each chapter among your group and complete your part then share info with your group--combine your efforts to complete all cue cards.

13. Daily Notes/Warm-ups (Cornell Notes)
Chapter
Warm-up:
Chapter 1 Pre-Historic art
Chapter
Key Terms & Questions
Notes
Chapter 1 Summary
Lecture summary or end of lesson question & Answer

14. Ancient Egypt

15. Slide concept by William V
Slide concept by William V. Ganis, PhD FOR EDUCATIONAL USE ONLY For publication, reproduction or transmission of images, please contact individual artists, estates, photographers and exhibiting institutions for permissions and rights.

16. Crash Course in Ancient Egypt

17. The Predynastic & Early Dynastic Period
Dates: ca BCE
Key Locations: Upper & Lower Egypt
Contextual Information:
This period ended with the unification of Upper and Lower Egypt
Pharaohs were believed to be divine

19. The Predynastic & Early Dynastic Period
Palette of King Narmer
Dates: ca BCE
Materials: Slate (stone)
Size/Scale: 2’1”
Figures/narrative represented:
Back Side:
Top: Goddess (cow w/woman face)
Middle register: King Narmer wearing the bowling pin shaped crown of UPPER Egypt,
An official carries his sandals,
king slays an unarmed foe,
Falcon w/arms = Horus, a god, the king’s protector
Lower: portion shows defeated enemies

22. The Predynastic & Early Dynastic Period
Palette of King Narmer
Figures/narrative represented:
Front Side:
Top: Goddess (cow w/woman face)
High register: King Narmer wearing the Red crown of LOWER Egypt
His army presents the beheaded bodies of his enemies
Low register: 2 felines w/elongated necks create a circular depression
Lowest: Bull destroying a city wall

23. The Predynastic & Early Dynastic Period
Palette of King Narmer
Stylistic characteristics:
Use of registers to show a narrative
Use of composite view—figures head in profile, body faces forward
Hierarchical Scale—King towers over foes
Hieroglyphics—to name the king
Catfish= Nar
Chisel = Mer

25. The Predynastic & Early Dynastic Period
Palette of King Narmer
Function & significance:
Function: utilitarian object for preparing makeup—depression created by the feline necks held eye makeup
Significance: Presents the creation of “Kingdom of two lands”—unification of upper and lower Egypt
Shows King’s power of his enemies, ability to unite the lands, King’s divinity (importance)

27. Slide concept by William V
Slide concept by William V. Ganis, PhD FOR EDUCATIONAL USE ONLY For publication, reproduction or transmission of images, please contact individual artists, estates, photographers and exhibiting institutions for permissions and rights.