Mr. Roe 6th Grade Social Studies The Nile Valley Mr. Roe 6th Grade Social Studies

Review You 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…)

BIG IDEA (s) Egyptian civilization begin in the fertile Nile River valley where natural geographical barriers kept invaders out The Egyptians depended on the Nile River to survive Egyptian society was divided into social groups based upon wealth and power 3100 B.C., Upper and Lower Egypt were combined into one empire

By the end of this section, you will submit: Reading Notes (Activity) *Summarize Activity Cornell Notes * Pyramid Activity Cause and Effect Chart Irrigation Organization Chart Vocabulary List/Definitions Main Idea List Mesopotamian/Egyptian Organization Chart Map Activity Other 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!

Academic Vocabulary Cataract Delta Papyrus Hieroglyphics Dynasty Feature Technology Labor

Important Places (Maps) Map Activity

Interesting Facts About the Nile Longest river in the world Flows to the north, into the Mediterranean Sea The Nile allowed Egyptians to make paper (papyrus) instead of using stone tablets Show them the Papyrus

Timelines 5,000 B.C. Agriculture begins in the Nile Valley c. 4000 B.C. Egypt is made up of two kingdoms c. 3100 B.C. Narmer unites Egypt

Settling the Nile Remember, civilizations (like those in Mesopotamia as well) arose in river valleys Used the Nile for EVERYTHING Begins as two separate rivers (The Blue and the White) Large Cataracts (rapids) form where the two rivers meet Effect: Ships can only use the last 650 miles of the Nile Have 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.

A Sheltered Land Nile 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 valley To 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

Geographic Features So…. To the west and the east of the ancient Egyptians , there were vast deserts To 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!!!

No Outside Invaders; Growth and Prosper Cause and Effect Cause: Ancient Egyptians had great natural barriers Effect: Egyptians didn’t face many outside threats and could grow and prosper Cause Natural Barriers Effect No Outside Invaders; Growth and Prosper Students will begin their cause and effect chart here, which they will finish on their own as they read

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

Similar yet Different Like Mesopotamia, the Egyptians built their civilization in a river valley Unlike the Mesopotamians, the Egyptians had frequent friendly interactions with each other Students will begin their compare, contrast chart

The River People Egyptians depended on the flooding of the Nile Floods were more gentle and more consistent than the Tigris or Euphrates flooding Egyptians called their land “kemet” or “the black land” because of the silt (soil) that was left behind after the flooding

Egyptian Technology Basin Bowls Canals and Dikes Shadoof Papyrus Hieroglyphics

Hieroglyphs Combination of Sounds and Symbols Advanced Writing System

How Can We Understand Hieroglyphs? Rosetta Stone Says the same thing in hieroglyphics, Demotic, and Greek. Thus, we can translate and learn This is where we get the term “Ah, it’s the Rosetta Stone” What does this term mean?

A United Egypt Farming led to a surplus and thus specialization Specialization meant goods were produced This led to trade There may have been interactions with Mesopotamia because of trade (and ideas spread, like how to govern!)

Rise of Government Earliest rulers were village chiefs Strong eventually overpowered the weak Nile delta was Lower Egypt To the south was Upper Egypt In 3100 B.C., Narmer led armies north and conquered Lower Egypt (Unification)

Narmer Wore Double Crown to Symbolize Unification What do you think this is symbolizing? Family ruled after his death=dynasty

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?

Partner Work Complete Your Reading Activity Notes

Partner Reading Activity Study Skills: Summarizing Text Turn to Page 163 Read the Section on Egyptian Social Classes Summarize what you read What 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.

Individual Work Compare Mesopotamia to Egypt Use Page 162 Meso Egypt Defenses Rivers Floods Economy Government Artisans Advances