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Newsela | Rosetta Stone: the key to cracking the code of Egyptian hieroglyphics

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The Rosetta Stone re-opened the sealed tomb of hieroglyphics.

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A powerpoint presentation of Ancient Egyptian vocabulary. Suitable for younger children learning about early Egyptian history.

1. 1. The A,B,C's of Ancient Egypt<br />By: Mackenzie Michals<br />

2. 2. A<br />Amulet:<br />Good luck charms worn by the ancient Egyptian people<br /><ul><li>These Charms were also put on mummies before burial

3. 3. Amulets varied in color and size

4. 4. Each amulet shape has a different meaning, and brings different luck</li></li></ul><li>B<br />Book of the Dead:<br />The book that gave the mummy spells and help to reach the afterlife<br /><ul><li>Written on papyrus (Egyptian Paper)

5. 5. Put into the coffin with the mummy so he or she could pass through to the afterlife</li></li></ul><li>C<br />Cartonnage:<br />The layers of hardened fabric used to cover the mummy<br /><ul><li>These layers were hardened using a glue like substance called stucco or plaster

6. 6. These layers could then be painted with different colors and symbols</li></li></ul><li>E<br />Embalming:<br />The steps taken to preserve the body for mummification<br /><ul><li>The people would prepare the body and then wrap it in fabric

7. 7. This process was very sacred to the Egyptian people</li></li></ul><li>H<br />Hieroglyphics: <br />The written language of the Ancient Egyptians<br /><ul><li>Hieroglyphics are considered a "pictographic" writing

8. 8. It is said that at any one time the number of hieroglyphic symbols was about 700</li></li></ul><li>I<br />Ibu:<br />The place where the person was taken after they had died<br /><ul><li>This was considered a 'place of purification'

9. 9. This is where the body was cleansed before they started the embalming process

10. 10. According to history, the structure of this building was usually a tent</li></li></ul><li>M<br />Mourners<br />People who would cry and weep for the dead <br /><ul><li>This was an important tradition of the Egyptian burial ceremony

11. 11. For the rich and the Kings sometimes the mourners would be hired

12. 12. During the funeral ceremony the mourners were often accompanied by dancers, musicians, and priests</li></li></ul><li>P<br />Pyramid:<br />The tombs for the burial of the Kings and some Queens<br /><ul><li>Another word for the pyramids is "mer"

13. 13. In order to build a single pyramid it took a very large number of workers

14. 14. There are over 100 pyramids that have been discovered </li></li></ul><li>S<br />Sarcophagus:<br />The hard coffin in which a mummy was buried in<br /><ul><li>These coffins could be made out of several different materials

15. 15. During the different periods of Egyptian history the forms of these coffins changed in their shape and decoration</li></li></ul><li>T<br />Tombs:<br />The places where Egyptians were buried <br /><ul><li>The word tomb can be used to describe several different types of burial sites

16. 16. The kings tombs were pyramids, but those who were not royalty were buried in the sides of hills

17. 17. The tombs of the common people either had one room or several rooms</li></li></ul><li>U<br />Ushabti:<br />Small figures placed in the tomb with the mummy<br /><ul><li>These small figures were considered "servants" to the mummy during the afterlife

18. 18. These figures were made out of various materials

19. 19. The ushabti are among the most commonly found artifacts from the ancient Egyptians</li></li></ul><li>W<br />Weighing of the heart:<br />The ceremony where the mummy is to be judged for his or her life<br /><ul><li>The way this ceremony is usually shown is through pictures and hieroglyphics

20. 20. During this ceremony the mummy was to stand before Osiris to face judgment

21. 21. Only those people whose soul is lighter than the feather of truth could enter the next life</li></li></ul><li>Ancient Egypt and the rituals of the Dead<br /><ul><li>As we can see from this vocabulary the Ancient Egyptians placed high value on burial and the afterlife

22. 22. They focused on:

23. 23. How the rituals were performed

24. 24. Why they were sacred

25. 25. The importance of being prepared for the afterlife</li></li></ul><li>Bibliography<br />Slide 1 and 14 Image: by delphaber- CC Artibution<br /> http://www.flickr.com/photos/delphaber/3994606240/sizes/m/<br />Slides 2-14 Image: by pareeerica- CC Artibution<br />http://www.flickr.com/photos/8078381@N03/2713656310/<br />Slides 2-14 Vocabulary words and Definitions:<br />http://74.125.95.132/search?q=cache:0-hOFj-yhm8J:www.childrensuniversity.manchester.ac.uk/interactives/history/egypt/museum/AncientEgyptianVocabulary.pdf+ancient+egypt+vocab&cd=2&hl=en&ct=clnk&gl=us&client=firefox-a<br />Slide 2 Image: by kotomigd- CC Artibution<br /> http://www.flickr.com/photos/kotomi-jewelry/2355278096/<br />Slide 2 Supplementary Info: <br />http://www.cedarseed.com/air/egyptamulets.html<br />Slide 3 image: by soham_pablo- CC Artibution<br /> http://www.flickr.com/photos/soham_pablo/313836701/sizes/m/<br />

26. 26. Bibliography<br />Slide 4 image: by KaDeWeGirl- CC Artibution<br /> http://www.flickr.com/photos/kadewegirl/3307057069/sizes/m/<br />Slide 4 supplementary info:<br />http://www.digitalegypt.ucl.ac.uk/burialcustoms/cartonnage.html<br />Slide 5 supplementary info:<br />http://www.egyptologyonline.com/mummification.htm<br />Slide 6 image: by pareeerica- CC Artibution<br />http://www.flickr.com/photos/8078381@N03/2834148005/sizes/m/<br />Slide 6 supplementary info:<br /> http://www.egyptologyonline.com/hieroglyphs.htm<br />http://www.ancient-egypt-online.com/history-of-hieroglyphics.html<br />Slide 7 supplementary info: <br />http://www2.sptimes.com/Egypt/EgyptCredit.4.3.html<br />Slide 8 supplementary info:<br /> http://australianmuseum.net.au/Funerals-in-ancient-Egypt<br />

27. 27. Bibliography<br />Slide 9 Image: by Andrew®- CC Artibution<br />http://www.flickr.com/photos/waldenpond/4245721502/sizes/l/<br />Slide 9 supplementary info:<br />http://www.pbs.org/wgbh/nova/pyramid/explore/builders.html<br />Slide 11 supplementary info:<br />http://www.cs.dartmouth.edu/farid/egypt/tombhistory/<br />Slide 11 image: by Son of Groucho- CC Artibution<br /> http://www.flickr.com/photos/sonofgroucho/912501463/sizes/l/<br />Slide 12 supplementary info: <br />http://www.reshafim.org.il/ad/egypt/religion/ushabti.htm#rem1<br />

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Published on A powerpoint presentation of Ancient Egyptian vocabulary. Suitable for younger children learning about early Egyptian history. 1. The A,B,C's of Ancient Egypt By: Mackenzie Michals 2. A Amulet: Good luck charms worn by the ancient Egyptian people These Charms were also put on mummies before burial 3.

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PowerPoint which provides an overview into the life, geography, and history of Ancient Egypt.

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A long...long time ago...  Good morning class! In this presentation we are going to learn all about the ancient Egyptians and their civilization.

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a simple dictionary for primary age children

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Introduction:

The focus of this lesson is on the use of hieroglyphs as a form of communication, record keeping, and as a means for preserving and passing down history. Students will learn basic information about the alphabet, common Egyptian words, and how to read hieroglyphic messages. Students will also practice using hieroglyphs to create messages of their own.

Subject Areas:

World History, Social Studies, Communication Arts, Art History, and Art students.

Grade Level: 6-12

Lesson Objectives:

Students will:

1. Make comparisons between modern day text messaging techniques and the use of hieroglyphs as forms of communication.

2. Analyze how hieroglyphs were used to record history, promote international relations and create power for the pharaohs.

3. Learn how hieroglyphic messages were used to guide the dead to their next life as part of Egyptian custom and religion.

4. Become familiar with how to correctly read and translate simple hieroglyphs.

5. Use a hieroglyph name generator to write their names.

6. Practice translating hieroglyphic messages by taking a multiple choice quiz.

7. Write their own messages in hieroglyphs, accurately drawing the symbols in the correct order. They will also translate what they have written.

8. Present their hieroglyphic messages to the class.

9. Translate hieroglyphic messages written by classmates and check their work for accuracy.

10. Complete a written response activity related to how the use of hieroglyphic messages helped Egypt become a superpower.

Relevant National Standards:
MCREL Compendium of K-12 Standards addressed:

World History
Standard 3: Understands the major characteristics of civilization and the development of civilizations in Mesopotamia, Egypt, and the Indus Valley.

Language Arts
Writing
Standard 4: Gathers and uses information for research purposes.

Reading
Standard 5: Uses the general skills and strategies of the reading process. Standard 7: Uses reading skills and strategies to understand and interpret a variety of informational texts.

Listening and Speaking
Standard 8: Uses listening and speaking strategies for different purposes.

Art
Standard 4: Understands the visual arts in relation to history and cultures.

Working with Others
Standard 4: Displays effective interpersonal communication skills.

Estimated Time:

This should take two 90-minute class periods or three to four 50-minute class periods, plus additional time for extension activities.

Materials Needed: Procedures:

1. To create student interest, use a resource such as Text Messaging Abbreviations: [ http://www.kinkstoall.com/shopping/sms-abbreviations.html] or NetLingo [ http://www.netlingo.com/emailsh.cfm] to write a series of text messages on the board or overhead. Have this prepared before class begins so it is the first thing students see when they enter the classroom. Some suggested messages are included below. Note: do not include the translation when recording on the board or overhead.

HRU (How are you?)

WRUD 2DAY (What are you doing today?)

B HOME L8ER (Be home later.)

G2G (Got to go.)

CALL ME 2NITE (Call me tonight.)

2. When students arrive in class, facilitate a short discussion about the messages on the board using questions such as:

Where might you see the types of messages that appear on the board/overhead?

What makes this type of communication different from the normal written word?

3. Have students work individually and give them a minute to translate the messages from the board/overhead into complete sentences. Have students take turns sharing the translation for each phrase.
4. Facilitate another short discussion about this form of communication by asking:

Why do people use this form of communication rather than writing complete words and sentences?

What are the advantages of using this type of communication?

5. Show students an example of hieroglyphs. This could be done by accessing pictures such as those available in the Virtual Egypt section of the Egypt's Golden Empire Web site, particularly Madinet Habu, Second Pylon and Minor Chamber. Ask students questions such as:

What are these pictures showing?

Where would these forms of communication typically be found?

What similarities are there between the use of hieroglyphs and the way we communicate today when we use text messaging on our cell phones or in e-mail?

6. Explain to students that they will be learning about Egyptian hieroglyphs and how they were used in the everyday life of the ancient Egyptians. Also, explain why hieroglyphs are historically significant in teaching us about Egypt's history, customs, and life in ancient Egypt.
7. Have students view the video clips Episode 2: Amenhotep's diplomatic strategies [ watch clip, duration 1:49 ] and Episode 2: Amenhotep's newspaper [ watch clip, duration 1:10] to see examples of how Amenhotep used hieroglyphs to document history, promote international diplomacy, and keep himself in power. Discuss these clips using questions such as:

How did Amenhotep use hieroglyphs to promote international diplomacy between Egypt and neighboring countries?

How did Amenhotep use his hieroglyphic messages to promote his own power and popularity with the people of Egypt?

In what ways was Amenhotep's use of hieroglyphic messages historically significant at the time as well as today?

8. To help students understand the religious and customary significance of hieroglyphs, have them view the video clip Episode 3: Tombs and the Afterlife [ watch clip, duration 2:45] to learn about the role of the tomb builders and the use of hieroglyphic text to guide the dead to their next life.
9. Learn more about hieroglyphs by accessing the Hieroglyphs features on the Egypt's Golden Empire Web site. Guide students through the information presented by having them read about hieroglyphs and view the hieroglyphic alphabet. Note: providing students with a printed version of this page would be useful for later activities.

10. Show students how Egyptians would have written their names by using the Spell Your Name feature. Have students use the name generator to write their names and become more familiar with the language.

11. Select Kamose Stela to show students actual hieroglyphic messages. Practice reading and translating them as a group by choosing Extract 1 or Extract 2.

12. Discuss determinatives by selecting Egyptian Words and viewing the twenty Egyptian words that have been translated for students. Note: providing students with a printed version of this page would be useful for later activities.

13. Have students test their translating ability by choosing the Egyptian Quiz. In taking this multiple choice quiz, they will practice translating Egyptian phrases by choosing the best answer from the options provided.

14. Once students have become familiar with how hieroglyphs are written, read, and translated, have them complete the following assignment:

Create a one to two sentence message using Egyptian hieroglyphs. Use a large poster board or a piece of butcher paper to write the message with the same symbols that would have been used by the ancient Egyptians. Encourage accuracy and precision in the way symbols are drawn. Encourage students to use words from the Egyptian Words section of the hieroglyph feature. For other words, remind students to use the Alphabet provided as part of the hieroglyph feature.

On the back of the poster, students should record what the message says.

When all messages are complete, post them on the walls around the classroom and have the class translate each poster. Then have each student present his/her message for the group and ask for their translations. Students should check their answers for accuracy and see which student(s) were most successful in communicating through hieroglyphs and translating them.

Leave posters up for others to see and study.

15. To close the lesson, have students complete the written response activity below.

Write two to three paragraphs that address the following:

In today's technologically advanced world, the use of hieroglyphs to record history and send messages from place to place seems ineffective and cumbersome, yet Egyptians were considered a very advanced society at the time. Discuss the historical significance of hieroglyphs as a form of communication and how you think this form of communication helped the ancient Egyptian Empire to become a superpower.

Assessment Suggestions:

1. Students could receive participation grades for class discussion activities.

2. Students could be graded on their accuracy when completing the multiple choice quiz on the Web site's hieroglyph feature and for their accuracy in translating the hieroglyph posters created by their classmates.

3. A scoring guide could be created to assess the hieroglyphic messages created by each student. Areas for assessment could include accuracy of hieroglyphic drawings, accuracy of hieroglyphic translations, neatness/visually pleasing and whether the message is written correctly (right to left).

4. Students could receive a completion grade for their answers to the written response activity.

Extension Activities:

1. Have students research other cultures that have used pictures and symbols as a means for recording messages and history. Compare the various cultures to see what impact this form of communication had on each culture/society.

2. Think about how we communicate today using symbols to represent words. Using resources from your everyday surroundings, create illustrations of these symbols and explain their meaning. (Hint: think of some of the common signage you see in your neighborhood.)

Related Resources:
NOVA: Hieroglyphs: Say What? [ http://www.pbs.org/wgbh/nova/pyramid/hieroglyph/], provides a discussion of how hieroglyphs are read and translated. There is also a detailed alphabet and practice activities.

NOVA: Interview with Mark Lehner, Archaeologist, Oriental Institute of the University of Chicago, and Harvard Semitic Museum [ http://www.pbs.org/wgbh/nova/pyramid/excavation/lehner.html] is a discussion about his work in Egypt. There is also general information about reading and interpreting hieroglyphs.

Virtual Egypt [ http://www.virtual-egypt.com/newhtml/hieroglyphics/] provides a detailed description of how to read and pronounce hieroglyphs.

Printables:
(Require free Adobe Acrobat.)

Egypt Lesson 1: Hieroglyphs and Communication (124k).

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Egypt's Golden Empire . For Educators . Lesson 1 | PBS

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Introduction: The focus of this lesson is on the use of hieroglyphs as a form of communication, record keeping, and as a means for preserving and passing down history. Students will learn basic information about the alphabet, common Egyptian words, and how to read hieroglyphic messages.

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Check out this Maps source.  What can you learn from it about Ancient Egypt?

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Check out this Maps source.  What can you learn from it about Ancient Egypt?

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Books

The main sources I have used for the history of ancient Egypt are:

Manley, W, The Penguin Historical Atlas of Ancient Egypt, Penguin, 1996, is a great little introduction to a big subject.

Gardiner, A., The Egyptians, Clarendon, 1961, offers a detailed and scholarly coverage of the subject.

More recent general books on the subject which have been well-received, but which I have not yet read, are:

Shaw, I, The Oxford History of Ancient Egypt, OUP, 2003

Fletcher, J., The Story of Egypt, Hodder & Stoughton, 2015; this is linked to a BBC documentary on the subject

Kemp, B.J., Ancient Egypt: Anatomy of a Civilisation, Routledge, 2006

For an overview of the archaeology of ancient Egypt, I found the following useful (and enjoyable due to its lavish illustrations): Renfrew, C. (ed.), Past Worlds: The Times Atlas of Archaeology, Times Books, 1995, p. 122-3, 128-9, 136-9.

A work on general archaeology aimed more at students, but readable and with very good coverage of ancient Egypt, is Scarre, C. (ed.), The Human Past, Thames & Hudson, 2005, p. 363, 370ff.

For an insightful look at government in ancient Egypt, see Finer, S. E., The History of Government, I, Ancient Monarchies and Empires, OUP, 1999, p. 132ff., 179ff.

Websites

An informative website on ancient Egypt is the British Museum's Ancient Egypt

Wikipedia of course has a vast amount of information on Ancient Egypt

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Ancient Egypt: Location, History and Civilization | TimeMaps

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Books The main sources I have used for the history of ancient Egypt are: Manley, W, The Penguin Historical Atlas of Ancient Egypt, Penguin, 1996, is a great little introduction to a big subject. Gardiner, A., The Egyptians, Clarendon, 1961, offers a detailed and scholarly coverage of the subject.

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An article on daily Egyptian life with references to their use of slavery

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An article on daily Egyptian life with references to their use of slavery

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The daily life in ancient Egypt was actually much different than the vision that commonly comes to mind. Relics found in archaeological digs as well as paintings and drawings on pyramid and tomb walls depict images of life in ancient Egypt that was, in some regards, not that much different than life in Egypt today.

Family Life

Family was important in ancient Egypt, and family life began early for the ancient Egyptians. Men and women both tended to marry young, and most marriages were polygamous with the husband having several wives.

The husband usually had a senior or chief wife who was considered higher than the other ones. Although divorce existed in ancient Egypt, it was rare because of the Egyptians' commitment to the sanctity of the family unit.

Children

Children were also an important part of the family unit. They were considered to be a blessing from the gods, especially in noble and royal families. For instance, paintings of Queen Nefertiti and King Akhenaten show a loving and close bond between the parents and their six daughters.

© Jean-Pierre Dalbéra - Relief of Akhenaten and his family

Working Life

Peasant life in ancient Egypt was not always enjoyable. Most peasants made their living off the land through agricultural means. Grain, particularly wheat, was a staple crop of life in ancient Egypt. As a result of few grazing lands and the expense of meat, most peasants subsisted off a diet of ground wheat foods, subsidized with meager vegetables.

The Egyptians were one of the first people to introduce the use of the ox-drawn plow; however the work of plowing, planting and harvesting would have still been very difficult. Taxes were also imposed on the crops, which would have also made it difficult for most peasant families to move beyond their poor means.

Ox-Drawn Plow

Modern views on slave life in ancient Egypt are largely contradictory. Many scholars theorize that slaves in ancient Egypt actually performed more in the role of servant than actual slave; others have contended that those who were less fortunate in ancient Egyptian society were forced to work in humiliating and degrading positions.

A long held theory indicates that the great pyramids of ancient Egypt were built upon slave labor, although this theory has been open to much conjecture.

Role of Women

Statuette of Ahmose-Nefertari

Contrary to popular belief, women were not treated as second-class citizens in ancient Egypt. In fact, there were oftentimes treated as equals to men. They were allowed to own their own property, testify in court and even conduct business dealings just like men could. More than once did a woman rule Egypt as the pharaoh as well.

Still, even though women were treated better than other women in other parts of the world at that time, they were still seen as the primary caretakers of the home and children. Their primary responsibilities were still to overseeing the duties of the home, such as raising the children and preparing meals for the family.

Role of Men

Men, on the other hand, worked the fields to earn their family a living and raise them crops to eat. Even though women were considered equal to men in many ways, the man was still considered to be the head of the household, and women were expected to obey their fathers and husbands.

Although there is much talk of slave life in ancient Egypt, many scholars theorize that the role of men slaves in Egypt was much more like that of servants than slaves. Some men became craftsmen by learning a trade from their fathers or artisans.
Click here to learn more about The Social Structure of Ancient Egypt
Food

Wheat was a staple food. Most peasants survived off a combination of wheat and vegetables. Because there were few grazing lands, meat was more expensive and difficult to come by.

© Andrej Blagojević - Preserved grains
Click here to learn more about Food and Drink in Ancient Egypt
Beer was the primary drink in ancient Egypt, and it was brewed from barley, much like it is today. Although there was also wine in ancient Egypt, it was primarily found at the tables of the wealthy noblemen. With bread being the most common and important food in ancient Egypt, it was seasoned and flavored with honey, fruit, sesame seeds and herbs.

© Beth - Farming in Egypt

Shelter

The primary form of shelter in ancient Egypt was houses made of adobe, which are simply bricks made of sun-dried mud. The windows and doors of adobes were covered with mats to keep flies and other insects out, and the homes were filled with decorations much like we decorate our homes today.
Click here to learn more about Houses in Ancient Egypt...
Although noblemen usually had larger homes that were divided into three areas, the reception area, hall and private quarters, peasants lived in town homes that were usually two or three stories tall.
Click here to learn more about Ancient Egyptian Religion
The first floor of the town homes were usually reserved for business and reception purposes, whereas the top two floors served as private housing for the residents. Since there was no indoor plumbing back then, sewage had to be disposed of in rivers, pits and sometimes even in the streets.

Religion

The ancient Egyptians believed in the gods and goddesses of Egyptian mythology. Their religion was polytheistic, but towns and villages would often claim a particular god as the one they worshiped most. The religion was filled with rituals, rites and other special practices and ceremonies, and many temples were built in honor of specific gods and goddesses.

Dan Lundberg - Reliefs of gods on the Pylon at the Temple of Isis

Culture

The Ancient Egyptian culture consisted of much entertainment. According to paintings and drawings found, Egyptians engaged in everything from fishing to river boating on the river Nile. There are depictions of them hunting crocodiles and hippopotamuses, swimming and playing boat games. Other sports included athletics and early versions of team sports we know today, such as rowing or hockey.

© mararie - Model Boats

The wealthier sect of Egyptians entertained by throwing extravagant parties complete with much food and beverage, much like we still do today when we throw parties. Music was an important part of ancient Egyptian culture as well, and festivals were common too.

Children had toys carved in the shapes of animals, balls and horses on wheels, and there were even board games like Senet and Hounds & Jackals.

The Nile

The Nile River was extremely important to the ancient Egyptian's way of life. Not only was the river the primary source for drinking water, but it also had the ability to produce the extremely fertile soil that the Egyptians needed for survival.
Click here to learn more about The Nile River
© Héctor de Pereda - The temples at Abu Simbel, on the riverbanks of the Nile

Most of Egypt is dry desert land, and the annual floods that the river provided allowed the waters to flow onto the banks so that crops could have the water that they needed to grow. Consequently, many cities and villages sprang up around the river Nile.

Additionally, the Nile is where the Egyptians obtained the papyrus reeds that they used for making paper and building materials.

Fashion

Men and women, different types of clothing

The ancient Egyptians wore clothes made from linen, a light and cool material, in pieces draped over or wrapped around the body. Other items were sandals made of leather or plant fibers, and headdresses - often associated with gods and pharaohs.

Cleanliness was actually very important to the ancient Egyptians. They had cleansing rituals daily in the river or bathed at home in water basins filled with water from the river. They didn't use soap, though. Instead, they washed with a cleansing cream that was made from oil, lime and perfume.

Additionally, men, women and children of all classes all wore makeup. Kohl around the eyes was the most popular type of makeup, and it was worn for more than cosmetic purposes: it actually helped protect the ancient Egyptians' skin from damage from the sun.

Almost all ancient Egyptians wore jewelry. They wore amulets and rings for both fashion purposes as well as religious ones. Pierced ears, amulets, bracelets and necklaces were common among peasants while the wealthier folk wore jeweled or beaded collars and pendants as well as jewelry made from gold, silver and electrum.

Daily Life in Ancient Egypt Facts

The main form of travel in ancient Egypt was by boat.

The main source of protein was fish when it was caught.

Adobe houses built from mud were cool on the inside and had flat roofs so that in the summer time people could sleep on the tops of them.

Houses were built around courtyards, and all the cooking was done outside in the courtyard.

Little children in ancient Egypt oftentimes didn't wear clothes, but often wore jewelry around their necks.

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The daily life in ancient Egypt was actually much different than the vision that commonly comes to mind. Relics found in archaeological digs as well as paintings and drawings on pyramid and tomb walls depict images of life in ancient Egypt that was, in some regards, not that much different than life in Egypt today.

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Ancient Egypt's history was divided into the Old Kingdom, the Middle Kingdom and the New Kingdom. The people were ruled by powerful groups called dynasties. A dynasty's ruler, called a pharaoh, had total power over the government and the army. Pharaohs built many big pyramids and statues.

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instant access to thousands of great kids books.

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Instantly access 40,000 high-quality books for kids

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The leading digital library for kids offering unlimited access to 40,000 of the best children's books of all time. Sign up for a free 30 day trial to instantly access high-quality online books for kids, ebooks, audio books, quizzes, videos, and more.

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Newsela | Cultural impacts of ancient conquerors

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Conquerors transformed the lands and people they conquered.

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Newsela | Mummified lion and dozens of cats among rare finds in Egypt

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Discoveries near Saqqara necropolis shed light on ancient use of animals in worship

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Newsela | Understanding archaeology: Digging up the past from around the world

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Although some archaeologists study living cultures, most archaeologists concern themselves with the distant past.

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Newsela | Who ruled the world? In ancient Egypt, oftentimes it was a woman

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"Queens of Egypt," a new exhibit at the National Geographic Museum in Washington, D.C., uses virtual reality and hands-on installations to explore lesser-known Egyptian women leaders.

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Newsela | Mummy discovery reflects lives of middle-class Egyptians

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A tomb containing some 40 mummies that was found in Egypt is one of the largest in recent times.

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Newsela | Grand Egyptian Museum set to open with thousands of new treasures

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Treasures of the pyramids will soon have a permanent home in Egypt's new mega-museum.

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Newsela | Ancient Egyptian Social Structure

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Newsela | Ancient Egypt: Women in society

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Women in ancient had more rights and responsibilities than most women from that time period. Egyptian women were able to divorce, own property and run businesses. Some, like Nefertiti and Cleopatra, even ran the empire.

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Newsela | Ancient Egypt: Life along the Nile

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Ancient Egyptian civilization was able to flourish along the Nile River 5,000 years ago. Because the Egyptians were able to find and grow food so easily along the Nile, they were able to spend time on other advancements. The Egyptians are known for their art, government, religion and architectural marvels.

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Newsela | Ancient Egypt: The pyramids of Giza

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The huge pyramids in Egypt were built more than 4,000 years ago as tombs for ancient pharaohs. When a pharaoh died, his body and many precious gold, silver and bronze artifacts went into the pyramid. Artists painted scenes of human life on the walls of the secret chambers.

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Newsela | Ancient Egypt: The Egyptians' social structure

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Ancient Egyptian civilization lasted for several thousand years. Society was structured like a pyramid. At the top were the pharaohs, or gods. In the middle were skilled workers such as doctors and craftspeople. Slaves, peasants and farmers were at the bottom of the pyramid.

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Ancient Egypt's history was divided into the Old Kingdom, the Middle Kingdom and the New Kingdom. The people were ruled by powerful groups called dynasties. A dynasty's ruler, called a pharaoh, had total power over the government and the army. Pharaohs built many big pyramids and statues.

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Introduction

Nearly 4,500 years ago, workers built a huge stone structure in Egypt: the Great Pyramid. What can this structure tell us about who the Egyptians were and why they built it?

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Introduction Nearly 4,500 years ago, workers built a huge stone structure in Egypt: the Great Pyramid. What can this structure tell us about who the Egyptians were and why they built it?

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A website with many articles written about different aspects of Ancient Egyptian life

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A website with many articles written about different aspects of Ancient Egyptian life

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The ancient Egyptians were fascinating people, and thanks to the movies are often misunderstood. The ancient Egyptians were not in love with death. They were in love with life! They worked very hard, but saved time to enjoy family, friends, music, parties, swimming, fishing, hunting, sailing, and especially their children, all of which were very important to the ancient Egyptians. This ancient culture was not based on fear. It was based on kindness.

The ancient Egyptian believed that their life on earth was just the beginning. After they died, the next step in their journey would be to magically travel to their perfect afterlife, where they would live forever. There was a catch, though. To reach their afterlife, the ancient Egyptians believed they had to do many good deeds while they were alive to keep their heart light. What happened to them if their hearts werenot light when they died? Oh dear - find out here.

The ancient Egyptians had over 2,000 gods they believed would help them with their life and help them reach their afterlife. Most ancient Egyptian gods had animal heads or green bodies or something that set them apart from people. You might think the ancient Egyptian people would be afraid of these very scary looking gods. They were not afraid at all, at least, not of most of them anyway. They prayed to statues of their gods in their temples, and made wishes for things they wanted. If their prayers werenot answered, they might give the statue a little whack with a reed to let the gods know they were quite disappointed, but they understood that you could not always get everything you asked for.

Which all goes to explain why a popular family outing was visiting the family tomb with armloads of grave goods the family had made, things they might need in their afterlife to make their eternity comfortable and fun. They made little statues of people out of clay, each about 3-8 inches tall. They believed these little statues would come alive in their afterlife, and run around and do all the chores, leaving them free to enjoy themselves. As all ancient Egyptians knew, after you died, your Ka, your spirit, flew off to enjoy endless, perfect days along a magical Nile. At night, your Ba, your night spirit, returned to your tomb, because even mummies need a good night's sleep. The ancient Egyptians were, after all, very practical in their way.

Five thousand (5,000) years ago, the ancient Egyptian made their home at the mouth of the Nile River, where the Nile runs into the Mediterranean Sea. It was a wonderful place to live. The soil was rich. Food was plentiful. They were surrounded by desert, which kept them safe from intruders, but the Nile kept their world green. They did their best to chase away other ancient people who wanted to take over their land. They were not afraid to fight intruders to protect their unique life along the Nile.

Come meet the clever, creative, ancient Egyptians, and enter a world of free speech, tall tales, and many kinds of magic.

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The ancient Egyptians were fascinating people, and thanks to the movies are often misunderstood. The ancient Egyptians were not in love with death. They were in love with life! They worked very hard, but saved time to enjoy family, friends, music, parties, swimming, fishing, hunting, sailing, and especially their children, all of which were very important to the ancient Egyptians.