Lesson topic: WRITING AND KNOWLEDGE OF ANCIENT EGYPTIANS.
Lesson objectives.
Personal:
to realize the value and significance of getting an education on the example of the Ancient
Egypt;
learn to understand that getting an education is great work;
help students to understand the need to study different school
items;
foster respect for foreign culture.
Metasubject:
to form logical and historical thinking of students;
• to form the ability to compare different phenomena;
to teach to transfer the existing experience (knowledge from other subject areas) to
new situations; show the opportunity to use the knowledge gained for
solving practical problems.
Subject:
to understand the meaning of the concepts: "hieroglyphs", "papyrus",
on the example of the knowledge that was given at school, tell about the development of science;
reveal the features and complexity of the Egyptian writing, the history of its
decryption;
to acquaint with the peculiarities of the Egyptian account and the system of measures.
Lesson equipment. Handout, new words, score sheet of work in
group.
The form of the event. Uroxituation: "One day at the school of Ancient Egypt."
No. n / a Full name pupil
Participation in the work on the implementation of assignments
Grand total
Task number 1
Task number 2
Task number 3
DURING THE CLASSES
Teacher's introduction: To work in the lesson, you need to keep short
entries in notebooks of new information, words, concepts necessary to complete
assignments.
Ancient Egypt Brainstorming
1. Define a term?
1.The river in the North. East Africa?
2. Tall reeds?
3.Huge triangle formed by a branch of the river?
4 Who was the most honorable near Pharaoh?
5. Who kept the population count?
6. What is called. device for irrigation of fields?
7. Outstanding Achievements of Humanity?
8. The art of designing and building buildings?
9.Sacred Writings? - a situation of difficulty.
Let's look at the drawings from the palace of the nobleman, which are accompanied by these
sacred writings. Can you read them to learn something about life in
Ancient egypt.
Yes, they are impossible to read, because we do not know what these inscriptions mean.
What do you think will be discussed in today's lesson? (children's answers)
It is true about the writing and knowledge of the ancient Egyptians. Let's write the topic of the lesson in a notebook.
We really don't know what these labels mean. Therefore, I suggest you
listen to a message about a person who was able to read Egyptian writing,
who gave the world the opportunity to reveal the history of Ancient Egypt - this is French
scientist Jean Francois Champollion. (A student acting as an archivist
makes a message, placing on the board and the portrait of the scientist and the
Egyptian hieroglyphs).
Champollion Jean Francois (1790 - 1832)
Text to the archivist for the message
From morning till night he stuck out in his father's bookstore and at the age of 5 on his own
learned to read. At the age of 11, he already knew Greek and Latin. He was interested in
ancient history.
Joseph Fourier - famous French mathematician met François and showed
to him Egyptian papyri that no one could read. Almost 2000 years have passed since
since extinct last people who spoke ancient Egyptian and owned
this writing.
- I'll read it! Said François. And he gave it all his life and, in the end, fulfilled
Promise.
Teacher: in Egyptian inscriptions, hieroglyphs could be written even from left to right, even
right - left, and if necessary, then one under the other ... a lot of hieroglyphs in
different cases could mean both the whole word and its part of the syllable, and even one
only a sound letter ... royal names, as a sign of special respect, were encircled by an oval
frame (shows the image and explains):
In the first frame the name of the tsar is "POTOLOMEY", in the second the name of the queen is "CLEOPATRA"
(this is how it happened in Champollion in comparison with the Greek text)
September 14, 1822 is the beginning of the reading of the hieroglyphs.
After the message, the teacher introduces the students to the historical situation:
"One day in an ancient Egyptian school."
Students work in pairs to represent Egyptian students.
Question 1. Do you think the children of all Egyptians could learn? Why?
The teacher, after hearing the students' answers, explains: Indeed, the children of not all Egyptians
went to school. Children of simple farmers and artisans rarely became
educated people. They learned from their fathers to sow grain, graze cattle, weave or
work on stone. The school trained scribes and priests. Often the schools themselves were located
at the temples, and the priests were the teachers in them. Students' parents were usually human
wealthy and literate.
Imagine you are in an ancient Egyptian school. Essential for the Egyptians
were: writing, arithmetic and astronomy. (All this was necessary for their life)
Lesson 1 - writing lesson
Materials for the teacher of writing.
Already in 43 millennia BC. we Egyptians had more knowledge than we could
keep in mind and verbally pass them on to others. Therefore, there was a need for
writing. At first we just drew what we wanted to say.
Then signs began to denote not only whole words, but also one or several
consonants. Vowel sounds were omitted when writing. The little signs named
hieroglyphs (Students write down a new word with an explanation in the notebook).
our writing system is about 750 hieroglyphs. They were carved, as a rule, in stone and
wood, but the main material for writing is papyrus. But you first to
learn to write, you will write on shards of broken dishes. So bring
shards with you. At home you probably have them. And ask your parents not to
thrown away.
When you master the writing well, you will write on papyrus with a sharp reed,
dipping it in black paint. But you also need to have the red paint that you
will start a new paragraph or print the name of the pharaoh. And now I ask you to fulfill
task number 1, in which show your knowledge of what you have learned from me. Time
run for 3 minutes, then hand it over to me for verification.
(Students in groups perform task number 1)
Task number 1
To complete the task, a table with ancient Egyptian hieroglyphs is used, which should
to be in every group.
To complete the task, a table with ancient Egyptian hieroglyphs is used,
which every couple should have.
INTERCHECK OF PAIRS
Physical education.
We got up together, stretched
They smiled at the sun god!
Our bow to God GEBU
It will be multiple.
Hands up to the goddess Nut
Let them rest a little.
Our body make a circle
Repeat AMONA way
Ready from knowledge
Weave hundreds of honeycombs
Will help us in this
God of wisdom is THAT.
Lesson 2, mathematics.
Math teacher material
Students remember that in order to know how much grain is harvested, how will you
you, your family and your livestock are provided, how much grain is needed for sowing, you need to be able to
count and calculate. Remember, these signs will help you in your
calculations. (Attaches a table with signs to the board, points to
table signs and explains them). Page 64 of the textbook.
Do you know how to designate a million? You need to draw a person
raised his hands up in surprise in front of such a large number.
You should also know that when building dams, when the Nile spills, when building
pyramids for our pharaoh and buildings for the state will need to be calculated
the number of workers to complete the construction on time, and the number of workers needed to
construction materials.
You, future scribes and priests, should know that for digging canals, dividing the field into
plots, buildings, you need to measure lines, areas and volumes.
The writing teacher communicates the results of the completed assignment in groups.
Mathematics teacher: “Oh, now everyone has to complete task number 2. Time
execution 3 min. ".
Task number 2 (the decision to carry out the Egyptian signs)
Slaves and peasants collected 400 sacks of barley from the fields belonging to the temple. twenty
bags must be left for food for the priests, 80 bags for bull feed, 40 bags
for stew for slaves, 20 bags for seeds for sowing. Will the harvested grain be enough for
accommodation? Will the temple be able to generate income?
INTERCHECK OF PAIRS on the board. (240 bags)
Lesson 3, astronomy.
Astronomy teacher material
Students remember, the science that I will tell you about is called
astronomy (attaches the ASTRONOMY plate on the board). (This word is learners
write in a notebook) It was born from observing the behavior of the Nile and
the position of the stars in the sky. Why should we constantly watch the sky?
(addresses students if they cannot answer, answers himself). We should
to know that before the spill of our breadwinner Nile, the stars occupy a certain
position, and so that by this time farmers can prepare canals and dams.
And knowing the position of the stars in the sky at night, you can navigate the terrain when
go with a trade caravan or, as a military leader, lead your army to
campaign of conquest to replenish the wealth of our clear divine Pharaoh.
For this you can use the map starry sky drawn up by our
by the priests of the stargazers.
Task number 3. Page 64 textbook
Reflection
"I" am satisfied with my
work in the lesson at
lesson
"Business": did you understand
material? Did I find out
more?
"We": as far as me
did your classmates help?
time
By
Homework: Review study material on Ancient Egypt. Chapter 4.
Prepare to generalize teaching material
Task number 1
1. When did the Egyptians have a need for writing? ______________________________
2. What did the Egyptians call the signs? ______________________________________________
3. How many were there? ___________________________
4. What was the name of the main material for the letter? _________________________________________
5. What did the students originally write on? ______________________________________________
6. Why did you need red paint when writing? _______________________________________
7. Write in hieroglyphics "the warrior cried at the well."
Task number 1
1. When did the Egyptians have a need for writing? ______________________________
2. What did the Egyptians call the signs? ______________________________________________
3. How many were there? ___________________________
4. What was the name of the main material for the letter? _________________________________________
5. What did the students originally write on? ______________________________________________
6. Why did you need red paint when writing? _______________________________________
7. Write in hieroglyphics "the warrior cried at the well."
Task number 1
1. When did the Egyptians have a need for writing? ______________________________
2. What did the Egyptians call the signs? ______________________________________________
3. How many were there? ___________________________
4. What was the name of the main material for the letter? _________________________________________
5. What did the students originally write on? ______________________________________________
6. Why did you need red paint when writing? _______________________________________
7. Write in hieroglyphics "the warrior cried at the well."
Task number 1
1. When did the Egyptians have a need for writing? ______________________________
2. What did the Egyptians call the signs? ______________________________________________
3. How many were there? ___________________________
4. What was the name of the main material for the letter? _________________________________________
5. What did the students originally write on? ______________________________________________
6. Why did you need red paint when writing? _______________________________________
7. Write in hieroglyphics "the warrior cried at the well."
Task number 1
1. When did the Egyptians have a need for writing? ______________________________
2. What did the Egyptians call the signs? ______________________________________________
3. How many were there? ___________________________
4. What was the name of the main material for the letter? _________________________________________
5. What did the students originally write on? ______________________________________________
6. Why did you need red paint when writing? _______________________________________
7. Write in hieroglyphics "the warrior cried at the well."
Task number 1
1. When did the Egyptians have a need for writing? ______________________________
2. What did the Egyptians call the signs? ______________________________________________
3. How many were there? ___________________________
4. What was the name of the main material for the letter? _________________________________________
5. What did the students originally write on? ______________________________________________
6. Why did you need red paint when writing? _______________________________________
7. Write in hieroglyphics "the warrior cried at the well."
Slaves and
peasants
collected from the fields,
belonging to the temple, 400
barley. 20 bags
must be left to feed the priests, 80
bags
sacks for feed for bulls, 40 sacks for stew for slaves, 20 sacks for seeds for sowing.
Will the harvested grain be enough to live on? Will the temple be able to generate income?
Does the Temple Have Income?
Slaves and peasants collected 400 sacks of barley from the fields belonging to the temple. 20 bags
need to be left for food for the priests, 80 bags for feed for bulls, 40 bags for stew
slaves, 20 bags of seeds for sowing. Will the harvested grain be enough to live on? Will be able
Does the Temple Have Income?
Slaves and peasants collected 400 sacks of barley from the fields belonging to the temple. 20 bags
need to be left for food for the priests, 80 bags for feed for bulls, 40 bags for stew
slaves, 20 bags of seeds for sowing. Will the harvested grain be enough to live on? Will be able
Does the Temple Have Income?
Slaves and peasants collected 400 sacks of barley from the fields belonging to the temple. 20 bags
need to be left for food for the priests, 80 bags for feed for bulls, 40 bags for stew
slaves, 20 bags of seeds for sowing. Will the harvested grain be enough to live on? Will be able
Does the Temple Have Income?
Slaves and peasants collected 400 sacks of barley from the fields belonging to the temple. 20 bags
need to be left for food for the priests, 80 bags for feed for bulls, 40 bags for stew
slaves, 20 bags of seeds for sowing. Will the harvested grain be enough to live on? Will be able
Does the Temple Have Income?
Slaves and peasants collected 400 sacks of barley from the fields belonging to the temple. 20 bags
need to be left for food for the priests, 80 bags for feed for bulls, 40 bags for stew
slaves, 20 bags of seeds for sowing. Will the harvested grain be enough to live on? Will be able
Does the Temple Have Income?
Slaves and peasants collected 400 sacks of barley from the fields belonging to the temple. 20 bags
need to be left for food for the priests, 80 bags for feed for bulls, 40 bags for stew
slaves, 20 bags of seeds for sowing. Will the harvested grain be enough to live on? Will be able
Does the Temple Have Income?
Slaves and peasants collected 400 sacks of barley from the fields belonging to the temple. 20 bags
need to be left for food for the priests, 80 bags for feed for bulls, 40 bags for stew
slaves, 20 bags of seeds for sowing. Will the harvested grain be enough to live on? Will be able
Does the Temple Have Income?
Slaves and peasants collected 400 sacks of barley from the fields belonging to the temple. 20 bags
need to be left for food for the priests, 80 bags for feed for bulls, 40 bags for stew
slaves, 20 bags of seeds for sowing. Will the harvested grain be enough to live on? Will be able
Does the Temple Have Income?
Slaves and peasants collected 400 sacks of barley from the fields belonging to the temple. 20 bags
need to be left for food for the priests, 80 bags for feed for bulls, 40 bags for stew
slaves, 20 bags of seeds for sowing. Will the harvested grain be enough to live on? Will be able
Does the Temple Have Income?
Task number 3 - page 64 of the textbook
1. How many days a year? ___________________________
2. How many months in a year? _________________________
3. How many days in a month? __________________________
4. What devices were invented for measuring time? ________________________________
5. What was taken for measuring time in Ancient Egypt? ______________________________
6. What is this knowledge for? ___________________________________________________
7. What science gave all this knowledge? ____________________________________
Task number 3 - page 64 of the textbook
1. How many days a year? ___________________________
2. How many months in a year? _________________________
3. How many days in a month? __________________________
4. What devices were invented for measuring time? ________________________________
5. What was taken for measuring time in Ancient Egypt? ______________________________
6. What is this knowledge for? ___________________________________________________
7. What science gave all this knowledge? ____________________________________
Task number 3 - page 64 of the textbook
1. How many days a year? ___________________________
2. How many months in a year? _________________________
3. How many days in a month? __________________________
4. What devices were invented for measuring time? ________________________________
5. What was taken for measuring time in Ancient Egypt? ______________________________
6. What is this knowledge for? ___________________________________________________
7. What science gave all this knowledge? ____________________________________
Task number 3 - page 64 of the textbook
1. How many days a year? ___________________________
2. How many months in a year? _________________________
3. How many days in a month? __________________________
4. What devices were invented for measuring time? ________________________________
5. What was taken for measuring time in Ancient Egypt? ______________________________
6. What is this knowledge for? ___________________________________________________
7. What science gave all this knowledge? ____________________________________
Task number 3 - page 64 of the textbook
1. How many days a year? ___________________________
2. How many months in a year? _________________________
3. How many days in a month? __________________________
4. What devices were invented for measuring time? ________________________________
5. What was taken for measuring time in Ancient Egypt? ______________________________
6. What is this knowledge for? ___________________________________________________
7. What science gave all this knowledge? ____________________________________
1. Sacred letters of the Egyptians __________________________
2. What did the Egyptians write on ________________________
3. What devices did the Egyptians invented for measuring time?
__________________________________________________
4. Who was the teacher in Ancient Egypt ____________________
5. Where were the schools ________________________
1. Sacred letters of the Egyptians __________________________
2. What did the Egyptians write on ________________________
3. What devices did the Egyptians invented for measuring time?
__________________________________________________
4. Who was the teacher in Ancient Egypt ____________________
5. Where were the schools ________________________
1. Sacred letters of the Egyptians __________________________
2. What did the Egyptians write on ________________________
3. What devices did the Egyptians invented for measuring time?
__________________________________________________
4. Who was the teacher in Ancient Egypt ____________________
5. Where were the schools ________________________
1. Sacred letters of the Egyptians __________________________
2. What did the Egyptians write on ________________________
3. What devices did the Egyptians invented for measuring time?
__________________________________________________
4. Who was the teacher in Ancient Egypt ____________________
5. Where were the schools ________________________
1. Sacred letters of the Egyptians __________________________
2. What did the Egyptians write on ________________________
3. What devices did the Egyptians invented for measuring time?
__________________________________________________
4. Who was the teacher in Ancient Egypt ____________________
5. Where were the schools ________________________
1. Sacred letters of the Egyptians __________________________
2. What did the Egyptians write on ________________________
3. What devices did the Egyptians invented for measuring time?
__________________________________________________
4. Who was the teacher in Ancient Egypt ____________________
5. Where were the schools ______________________
Writing and knowledge of the ancient Egyptians
Language
Time of occurrence
Egyptian writing originated at the end of the 4th millennium BC. How developed system developed by the time of the Middle Kingdom.
What did the Egyptians write on
The Egyptians did not know the paper. They wrote on papyrus, which was made from the stems of marsh reeds (with the same name "papyrus" - cyperus papyrus).
Papyrus has been in use as a writing material in Egypt since the beginning of the third millennium BC.
There was a special technique for making papyrus. The papyrus stems were peeled from the bark and cut lengthwise. Then these cuts of papyrus stems were laid out on a moistened table, they had to adjoin tightly to each other, then a second layer of cuts was applied in a direction perpendicular to the direction of the cuts of the first layer (crosswise). The result was a masonry of two layers. It was placed under a press and then dried in the sun. On the final stage making papyrus, the sheets were ironed using ivory and shell tools and beaten with a hammer (see Technique for making papyrus). Then the ready-made sheets of papyrus were glued together, creating long scrolls. The scrolls were several meters long. The sheets were glued in such a way that the edge of one sheet covered the edge of the next (the place of gluing was 1–2 cm).
What they wrote
Scribes usually wrote with a brush, which was made from the stem of a marsh plant calamus, one end of which the scribe chewed.
Who did the research / was the keeper of knowledge
The priests were the most educated people in ancient Egypt. Each temple had a library where scrolls were kept and copied.
What they researched / what they knew
In Ancient Egypt, geography was born - the science of studying the Earth (however, the knowledge of the Egyptians was inaccurate: they represented the Earth as a rectangle surrounded by an ocean).
The Egyptians achieved the greatest successes in mathematics, astronomy and medicine.
Astronomy: Through star observation, the Egyptian priests were able to determine the length of the year. They noticed that the star Sirius rises every 365 days. The Egyptians also knew how to predict solar and lunar eclipses, were compiled fairly accurate catalogs of stars, maps of the starry sky.
Scientific and technical achievement was the invention of water and sundials.
Mathematics: Mathematics emerged and developed in relation to the practical computational needs of the Egyptians (measuring land plots after the flooding of the Nile, accounting and distribution of the harvested crop, complex calculations in the construction of temples, tombs and palaces). The ancient Egyptians knew how to do addition and subtraction, multiplication and division, and had an idea of fractions.
Medicine: a high level of medicine for that time is associated with the custom of mummification of corpses, during which doctors could study the anatomy of the human body.
One of the highest achievements of Egyptian medicine was the doctrine of blood circulation and the role of the heart in these processes.
Doctors in Ancient Egypt were specialized. Someone treated the stomach, someone eyes, someone teeth, etc.
In Ancient Egypt, a fairly high level of surgery was noted (this is evidenced by the surgical instruments found during excavation of tombs). ().
Where was taught: in schools at temples.
Who taught: priests.
What was taught in schools
Above all, writing, reading and verbal counting. After that, they studied history, geography, mathematics, medicine, astronomy, and construction. ().
Abstract
The walls of Egyptian tombs are covered with mysterious signs, here are the snake cobra, and the ibis, and the pyramid. The Egyptians called such icons hieroglyphs in ancient times - “sacred letters” (Fig. 1).
Rice. 1. Egyptian hieroglyphs ()
For many years no one could read hieroglyphic writing. Many wanted to unravel the mystery of Egyptian writing. The French scientist Jean-François Champallion managed to do this (Fig. 2). Champallion examined the famous Rosetta stone - a slab with an inscription of thanks to the priests to Ptolemy V Epiphanes, dated 196 BC. e (Fig. 3). One part of the inscriptions on the slab was made in hieroglyphs, the other contained the same text in ancient Greek. In both the Greek and the hieroglyphic text, the names of the rulers were encircled in oval frames, this became the key to the solution. Jean-François Champallion proved that Egyptian writing consists of three types of signs: signs that define concepts; signs that denote consonant sounds, and identifier icons that helped to read words in which there were the same consonants, for example "house" and "Dima". September 14, 1822 Champallion made a report on his scientific discovery, this date became the official beginning of the development of science Egyptology.
Rice. 2. Jean-Francois Champallion ()
Rice. 3. Rosetta stone ()
For recordings in Egypt used different materials: stone tiles, shards of broken crockery (ostrac), leather, planks covered with plaster, but the most popular material was papyrus, which was made from papyrus - a reed that grew along the banks of the Nile. The stem of the papyrus was cut into long, narrow strips. Then these strips were laid out on a flat surface, one next to the other, other strips were placed on top, but already in the transverse direction. The resulting masonry was pressed down with a press, while the fibers released a sticky juice. After drying, a paper-like material was obtained. For storage, papyrus was rolled up into a tube - a scroll. They wrote on papyrus with reed brushes using black and red paints (Fig. 4).
Rice. 4. Egyptian papyrus ()
Only representatives of the nobility could study in Ancient Egypt. Girls were educated at home, and boys at the age of 6-7 were sent to school. Strict teachers taught children to write and count. They were also engaged in astronomy, determining the movement of heavenly bodies.
Scientific knowledge in Ancient Egypt was possessed by priests who carefully guarded their secrets and secrets. We can only guess about the level of scientific knowledge of the ancient Egyptians. Egyptian priests knew how to accurately predict the date when the flood of the Nile began by the location of the heavenly bodies. To measure time, they used a water clock, did complex mathematical calculations for the construction of pyramids, and knew the secrets of embalming.
Much knowledge in Ancient Egypt was passed from generation to generation only in a narrow circle of priests, so that ordinary people would not learn the secrets of the gods.
Bibliography
- Vigasin A. A., Goder G. I., Sventsitskaya I. S. History Of the ancient world... Grade 5. - M .: Education, 2006.
- Nemirovsky A. I. Book for reading on the history of the Ancient World. - M .: Education, 1991.
- Ancient Rome. Book for reading / Ed. D. P. Kallistova, S. L. Utchenko. - M .: Uchpedgiz, 1953.
Additional pRecommended links to Internet resources
- Chynga-changa.ru ().
- Nnre.ru ().
- Public historical library ().
Homework
- Why was it difficult to learn to read and write in Egypt?
- What materials did the Egyptians use for writing?
- Who solved the mystery of Egyptian hieroglyphs and when?
- What sciences were developed in Ancient Egypt?
Summary of the lesson on the topic "Writing and knowledge of the ancient Egyptians."
Organizing time.
The teacher greets the students and marks the absent.
Knowledge update.
Teacher: Guys, tell me, what state are we studying for several lessons? ( Students answer the question by naming the country - Ancient Egypt). (Slide number 1).
Teacher: Remember who ruled Ancient Egypt? ( Students answer "Pharaoh").
Teacher: Describe geographical position Ancient egypt (Students describe the geographic location by mentioning the Nile River.)
Teacher: Well done. Please show on the map the Nile River that ran through Egypt. ( Students show a river on the map)
Teacher: If Egypt was fertile land, what was their main occupation in the first place?
Teacher: Tell me - what was this main activity aimed at?
Teacher: What else do people need for a fulfilling life? (Students answer the question - intellectual development)
Teacher: By what means can it be achieved? ( Students answer the question - through any knowledge, with the help of a letter)
Formulation of the topic, goal setting.
Teacher: Today we will continue our journey through Ancient Egypt .
Teacher: Based on the above information, discuss in pairs and formulate the topic of the lesson. ( Students work in a group and formulate the topic of the lesson.)
Teacher: So, the topic of the lesson “ Writing and knowledge of the ancient Egyptians» . Write the title of the topic in a notebook. (Slide number 2)
Teacher: Guys, guess:
What questions should we get answers to during the lesson?
Students suggest questions: How did the ancient Egyptians write? What did they write on? What did they learn and what knowledge did they have?
Teacher: Thus, guys, you have highlighted the key points of our lesson and thereby determined the purpose and objectives of the lesson.
Creation of a problematic situation.
Teacher: Guys, what do you think exist written signs generally? What signs and what writing is there in our country? How many are in our alphabet? Where do we teach writing? Tell me, should everyone learn this in our country? ( Students answer each question.)
Teacher: And in ancient Egypt, not everyone had to learn writing, many did not know it, and some strata of the population were not allowed to enter the school. Guess why this happened? ( Students answer the question)
Discovery of new knowledge.
Hieroglyphs - what is it?
Teacher: I propose to work in ……. ? Each …… reads from. 61-63 of the textbook and finds out: what was the name of writing in Ancient Egypt? How was it expressed, what was it called? What was the difficulty in learning hieroglyphs? ( Students complete the task and answer the questions.) (Slide number 3).
Teacher: How do you guys think people could have learned about ancient Egyptian hieroglyphs? ( Students assume by expressing their point of view)
Teacher: And let's learn more about this discovery with you by watching a fragment of the film.
Teacher: Please, guys, what have you learned about hieroglyphs? Who discovered them? Why is the stone on which the hieroglyphs were written called Rosette? ( Students answer this question)
Papyrus - writing material
Teacher: Guys, what and on what do you write at school?
Teacher: Quite right, pen on paper. I suggest you refer to the illustration of the textbook on page 63 and answer the question: "What was it written on in Egypt?" ( Students work with illustration and answer the question). (Slide number 4).
Teacher: Guys, based on the knowledge you already have, tell me - how was the papyrus made?
Teacher: And now I invite you to find out - what were the writing instruments of the Egyptians by looking at the slide (Slide number 5)
Teacher: Imagine how they could be used?
Teacher: Let's find the first paragraph on page 64 and read it out loud for everyone to hear.
Physical education:
Teacher: Now let's have a physical education with you (Slide number 6).
Again we have a physical education,
Bent over, come on, come on!
Straightened, stretched,
And now they bowed back. (bends forward and backward)
The head is tired too.
So let's help her!
Left and right, one and two.
Think - think head. (head rotation)
Although the charge is short
We rested a little.
Teacher scribes and new knowledge
Teacher: Guys, express your opinion: what do you think, and who taught the Egyptians all this? Students assume and answer the question "teacher")
Teacher: Remember the strata of the Egyptian population and suppose - which of them could teach the Egyptians as a teacher?
Teacher: That's right, priests. Why did they have such a right?
Teacher: And what else, besides writing, the priests could teach the Egyptians, do you think? (students assume - various sciences) What sciences could the priests teach, based on the basic occupations of the Egyptians, their needs? ( astronomy, calendar, water clock)
If they do not answer, then on page 64 I suggest that you familiarize yourself with this.
Teacher: True, they also watched the stars, tried to penetrate into the secret of the life of the gods themselves.
Working with a document
Teacher: The priests in Egyptian schools taught writing, counting, basically it was useful to people who had to calculate and record taxes. What were these strata of the population?
Teacher: It is true, that is, the priests taught future scribes in the schools, and not other segments of the population.
Teacher: Guys, what do you think was attractive for the Egyptians to be a scribe? (The teacher listens different versions students)
Teacher: Do you think there was always discipline in the classroom in the Egyptian school?
Teacher: Imagine, how did the priest teacher maintain order in the classroom?
Teacher: Let's work through the text of the document "Teaching Scribes to the Disciples" on page 62 and answer these questions.
Teacher: After examining this text answer the question: "What is the difference between modern discipline in the lessons and the rules that were applied to students in Ancient Egypt" ( Students answer the question).
4. Reflection (lesson summary)
Teacher: And now, guys, we will complete the task "yes", "no". I ask a question, and you say the answer.
The scientific knowledge of the ancient Egyptians was closely related to their everyday life. (Yes)
The French scientist Champollion was the first to decipher the hieroglyphs (Yes)
All Egyptians who wanted to teach at the Egyptian school (Yes)
Scribes in schools had no discipline (No)
Writing in Ancient Egypt was so easy that everyone could learn it. (No)
Teacher: And now I invite you to summarize the lesson yourself, but in pairs. (Using the trick + - interesting)
5.D / z:
"3" - § 12 retelling
"4" - §12 retelling, answer orally to the questions in the yellow box on page 64
"5" - §12 retelling, complete in writing the task on p. 65 from the heading "Think."
Section: Ancient East
Chapter 4. Ancient Egypt
Paragraph 12. Writing and knowledge of the ancient Egyptians
Plan:
Egyptian papyri.
The school trained scribes and priests.
1. Mysterious letters. In ancient Egypt, writing arose earlier than in the rest of the world, more than 5,000 years ago. What do you think is the reason? ( approximate answers of children: - a lot of knowledge has been accumulated, it had to be passed on from generation to generation; for information transfer)
During excavations, archaeologists discovered that the walls of Egyptian temples, tombs and sarcophagi are covered with mysterious signs. Here you can see a cobra snake, an ibis bird, and a pyramid. Such icons of the Egyptians in ancient times were called hieroglyphs- "sacred writings". Long time the question of what constitutes ancient Egyptian writing remained open, and only in early XIX centuries after much research, the secret of Egyptian writing was revealed by the French scientist Champollion.
In 1799, French soldiers under the command of Napoleon landed in Egypt and near the city of Rosetta found a huge black stone slab with an inscription in 2 languages: Greek and Egyptian. By order of Napoleon, this slab was brought to France, and many tried to unravel these inscriptions, but Champollion managed to do it 23 years after it was found.Who knew Greek language the French scientist Champollion noticed that some of the hieroglyphs were surrounded by an oval frame. Moreover, as many times as the name of Pharaoh Ptolemy was found in the Greek inscription. The scientist suggested that this is how the Egyptians allocated royal names. On another stone, also containing the same text in two languages, he found in an oval frame the name of Queen Cleopatra. In the words "Ptolemy" and "Cleopatra" there are common sounds n, t, l - and the hieroglyphs in each frame coincided. So Champollion proved that hieroglyphs are signs of writing, which can be used to convey the sounds of speech.In 1828 he led an archaeological expedition to Egypt, where he collected great amount texts, images, monuments. Champollion was recognized as the greatest scientist Egyptologist.
Text to the archivist for the message
Champollion Jean François lived in a formidable time filled with formidable events: the Great French revolution, execution of the king, intrigue, conspiracies, executions.
When other children from his street played war and revolution, he sat over books. From morning to night, he stuck out in his father's bookstore and at the age of 5 he independently learned to read. At the age of 11, he already knew Greek and Latin. He was interested in ancient history. The Bible was the most reliable book on this subject, and he began to study Hebrew in order to read it in the original.
Joseph Fourier, the famous French mathematician, met François and showed him Egyptian papyri that no one could read. Almost 2000 years have passed since the last people who spoke ancient Egyptian and owned this script lived.
- I'll read it! Said François. And he gave it his whole life and, in the end, he fulfilled his promise.
But before taking on this, he graduated from the Lyceum in Grenoble, then went to school oriental languages in Paris, attended lectures at the University, worked with the books of the National Library.
He learned Arabic, Persian, Chaldean, and several other ancient languages. He overcame the Chinese writing ... He compiled a dictionary and grammar of the half-forgotten Coptic language, which was spoken by the first Egyptian Christians. In this language, as it turned out, the roots of ancient Egyptian words were preserved ... The accumulated knowledge helped him to understand that: In Egyptian inscriptions, hieroglyphs could be written even from left to right, even from right to left, and if necessary, then one under the other ... very many hieroglyphs in in various cases, they could denote both the whole word and its part-syllable, and even only one sound-letter ... royal names, as a sign of special respect, were encircled by an oval frame (shows the image and explains):
In the first frame, the name of the king is "POTOLOMEY", in the second the name of the queen is "CLEOPATRA" (this is how it happened in Champollion in comparison with the Greek text).
main reason why it took so long to decipher it - the absence of vowels in the Egyptian letter. Ancient Egyptian writing was very complex. There were about 750 hieroglyphs.
Hieroglyphs are ancient signs of Egyptian writing. The difficulty of ancient Egyptian writing was that some signs meant a separate word, others - one or a combination of several consonants.
In the beginning, the ancient Egyptians used simple form drawing or, as it is called, pictographic writing, similar to those used by all the primitive peoples of the world. The hieroglyphs were just drawings, each of which was a real physical object. The sun was depicted as a disk, the moon as a crescent, water as a wavy line, a person as a figure, etc. (For the drawing of the hieroglyph, see the textbook) ... Hieroglyphic writing improved. Signs could denote words and even phenomena and concepts, later - sounds.
The Egyptians came up with the following. V Egyptian the word "mouth" sounded like "er", and they became a hieroglyph to denote not only the word "mouth", but also the consonant sound "r". In the same way, the hieroglyph "bread" meant not only the word "bread", but was also used to convey the sound "t", because in Egyptian "bread" is "te", and so on. One icon could denote several sounds: with the hieroglyph "hoe", in Egyptian "mer", they could write a combination of two consonants "m" and "r" in any word. Vowel sounds were not conveyed by hieroglyphs. If you and I wrote this way - without vowels, then the “house” icon could mean both the word “house” and any other word where there are only two consonants: “d” and “m”. This means that it would be possible to understand and read this badge in different ways: "lady", "we are going", "we eat" or as the name of the boy Dima. How do you determine what is meant? The Egyptians came up with a trick. They put an identifier icon next to the word, which is not readable, but only suggests what the speech is about. In this way, we would write down the word "go" using the hieroglyphs "house" and "go", and Dima - differently: with the hieroglyphs "house" and "man".
At that distant time, it was very difficult to learn such a letter. A literate person who can read and write seemed to the ancient Egyptians a real sage.
2. Egyptian papyri. The material used by the Egyptians for writing is called papyrus. It was made as follows.
The Egyptians chose reed plants with a long trunk, removing the hard shell, and cut the loose core into long strips up to 8 cm wide. The strips were placed on a table moistened with water. In this case, one strip was adjacent to the other. A second layer of the same stripes was applied on top, but already across the first layer. The result was a masonry of two layers. It was placed under the weight (stone): an adhesive liquid was released from the plant, which firmly held all the strips together. The surface of the sheet was covered with a thin layer of flour glue to prevent ink from spreading on it. Then the leaf was dried in the sun, smoothed with ivory tools, beaten with a hammer, eliminating all irregularities. The result was a yellowish, paper-like writing material that was also called papyrus. Papyrus - brittle material, it cannot be folded, as sheets of paper are folded in modern book... Therefore, sheets of papyrus were glued into long strips, which were rolled into tubes - scrolls.
When a leaf of papyrus was covered to the end, another was glued to it. The book got longer and longer. Nowadays, in one museum there is a papyrus scroll more than forty meters long.
In many In other languages, the words for paper sound similar. For example, in German paper - "papier", in English - "paper", in French - "papier", in Spanish - "papel". Apparently, this similarity is not accidental: all these words are of the same root and come from the same ancient word. What is this word? Papyrus is the material used by the Egyptians for writing.
3. The school trained scribes and priests. In ancient Egypt, there were schools for the training of boys. With the advent of scientific knowledge and writing, the state needed literate people. Therefore, the pharaohs gave orders to establish more and more schools. The main goal training was: to prepare officials who owned writing and mathematical calculations. Education was paid, and only wealthy Egyptians could afford the education of children. The training period was long (from 5 to 17 years). In schools, they mainly taught writing and counting. Due to the high cost of papyrus, only older students wrote on it, the younger ones used clay shards for writing.
Indeed, not all Egyptians' children went to school. The children of simple farmers and artisans rarely became educated people. They learned from their fathers to sow grain, graze cattle, weave or work with stone. The school trained scribes and priests. The parents of the students were usually wealthy and literate people.
Schools in Ancient Egypt were located at temples, and the teachers there were priests, servants of the gods.
On the tables at which the students were sitting, there were figurines of the sun god RA. Before starting the training sessions, they expressed their respect to him, because all the Egyptians worshiped the god RA, whether they were children or adults, simple farmers or nobles, the pharaoh or his servants.
In high school, students were trusted with papyrus. They wrote on it with a sharp reed, dipping it in black paint. Nearby in the pencil case was red paint, which was used to highlight the beginning of a new thought. Hence the expression - "red line"
Which way of writing numbers is more convenient: ancient Egyptian or the one we use? Why is this method more convenient?
Writing large numbers occupied a lot of space in Egypt, there was even number million , denoted a figurine of a man raising his hands in surprise ; the counting system was complex, it was especially difficult to multiply and divide. Despite this, the Egyptians knew all four arithmetic operations and managed to solve complex problems. Unique units of length are very characteristic of the forms of Egyptian mathematics. These units were: finger, palm, foot and elbow, between which the Egyptian mathematician established a certain relationship.
The rules in Egyptian schools were very strict. Students were flogged for laziness and disobedience.
After the students mastered literacy and numeracy, they began to study history, geography, mathematics, astronomy, construction and medicine. After graduation, they took exams. Only those who withstood them could continue their education further. But now the student could choose one or two of his favorite subjects at will, which he would like to make his own. future profession... Most of the young men after graduation became scribes. It was one of the most respected and well-paid professions in ancient Egypt.
The Egyptians and astronomy, determining the movement of heavenly bodies.
Observing the sky, the Egyptian priests made up an accurate calendar and predicted on what day the flood of the Nile would begin - after all, this was very important. Astronomical knowledge gave the Egyptians the opportunity to establish a special calendar. The Egyptian calendar year was divided into 12 months containing 30 days each, with 5 added by the end of the year holidays which gave a total of 365 days a year. Thus, the Egyptian calendar year lagged behind the tropical one by a quarter of a day. This error for 1460 years became equal to 365 days, that is, one year. "
They used a water clock to measure time. In a water clock, water drips from a vessel with a small hole at the bottom: how much water has poured out, so much "time has passed."
Not just the priests were watching the stars - they seemed to penetrate the secret of the movement of themselves heavenly gods... The science of the study of the Earth also originated in Egypt - geography ... But the information of the ancient Egyptians about the Earth was still very inaccurate. For example, they imagined it as a rectangle with raised edges - mountains, which was surrounded by an endless ocean.
The ancient Egyptians had great knowledge of medicine. They knew how to identify the disease by the pulse and many other signs. For the treatment of diseases, doctors made complex medicines composed of herbs and medicinal substances. In Egypt they even knew how to do surgical operations with the use of painkillers.
However, so that ordinary people would not learn the secrets, much knowledge in Ancient Egypt was passed on from generation to generation only in a narrow circle of priests.
Questions and answers:
1). The word "hieroglyph" itself means - "sacred letter". Why do you think? ( since they were used to paint sacred temples, tombs, it means that they were performed by the priests).
2). What is the peculiarity of Egyptian writing. Why did someone who could read in Egypt seem like a real sage? (vowels were not indicated when writing, there were signs - determinants; it was difficult to learn such a letter)
3). There were many schools in Egypt. “The boy's ear is on his back, and he listens better when he is beaten,” the teachers used to say.
Question: Think why no one said, "The girl's ear is on her back?" (the school of scribes trained the officials of the pharaoh, so the girls were not taught at school, only not many Egyptians were literate).
4). Think about why, with the development of the economy in Egypt, there was a need for scientific knowledge? What do you think, what sciences should have developed in Egypt? (I had to count a lot - collecting taxes, building pyramids and temples, in the craft - mathematics)
5).
- Whom did the school prepare? (Scribes and priests)
-Where were the schools located and who were the teachers in them? (At temples, priests)
-What was taught in schools? (Read and count)
- Where was mathematical knowledge needed? (At construction works, tax collection, in the craft)
6)
. What types of watches do you know?(Sand, water, solar, mechanical, electronic).
7). In ancient Egypt, nobles who held a high position at the court of the pharaoh often demanded that painters and sculptors depict them with writing utensils... They ordered statues for their tombs depicting them in the pose of a scribe. Why do you think they did it? (Noble nobles and even the sons of Pharaoh were proud of their education . They wanted everyone to know they could write.)
8). Remember what population groups were in Ancient Egypt(pharaoh, nobles, warriors, farmers, artisans, slaves).
Imagine what's coming pyramid construction. What calculations were needed during its construction?(The number of stone slabs, the number of slaves, the number of years during which the pyramid will be built). Who made these calculations?(The nobles who supervised the work).
What calculations did the Egyptian commanders make when the army entered the approach? (The number of soldiers, weapons, the number of days for military campaigns, the supply of food, water)
What calculations did the farmers have to make? (How much grain must be handed over as tax, how much to leave for seeds, for food, for feed for bulls).
Summarize: everyone had to count ... What science has arisen from this knowledge?(Arithmetic- this is one of the branches of mathematics). All the calculations obtained had to be written down, writing developed.
Summary of the lesson on the history of the Ancient World "Writing and knowledge of the ancient Egyptians"
The purpose of the lesson:
Introduce students toancient Egyptian writing and scientific knowledge.
To form the conceptual apparatus of students on the topic;
Continue the formation of skills to independently build a story based on different sources of information, generalize individual facts, analyze the text and highlight the main thing
To shape cognitive interest students through the use of creative assignments.
Foster respect for foreign culture.
During the classes.
1. Organizational stage.
Checking the readiness of students for the lesson.
Self-repetition.
Guys, let's remember what the word "civilization" means
What kind of civilization are we going through now?
What have we learned?
What do we want to know?
2. Actualization of students' knowledge.
1. Working with the map "Ancient Egypt ". Apply all geographical names that you know.
2. Working with terms: decipher anograms
Civilization - civilization
State - state
Pharaoh-onrafa
Noblemen
Priests - Lords
Scribes
Slave bars
Tax - login
Religion - ligire
Temple-march
3.What is this deity:
1. God of the sky and the sun in the guise of a falcon, a man with the head of a falcon or a winged sun, the son of the goddess of fertility Isis and Osiris, the god of productive forces. Its symbol is a sun disc with outstretched wings (Horus)
2. God of the desert, that is, "foreign countries", the personification of the evil principle, brother and killer of Osiris, one of the four children of the earth god Hebe and Nut, the goddess of heaven (Set)
3. God of water and flood of the Nile, whose sacred animal was a crocodile. He was portrayed in the form of a crocodile or in the form of a man with the head of a crocodile (Sebek)
4. God of the earth, the son of the god of air Shu and the goddess of moisture Tefnut (Geb)
5. God is the patron saint of the dead, the creator of funeral rites. He was portrayed as a man with a jackal's head or a wild dog (Anubis)
6. Goddess - the patroness of women and their beauty (Bastet)
7. God of the moon, wisdom, counting and writing, patron of sciences, scribes, sacred books, calendar creator. His sacred animal was the ibis, and therefore the god was often depicted as a man with the head of an ibis (Thoth)
4. Many ancient states of the east have long disappeared, covered with the ashes of time, only small fragments on the surface. Pyramids, frescoes, obelisks, mind you, they are all generously painted. What this writing reminds us is hieroglyphs. Somewhere 3000 BC, writing appeared among the Egyptians. Translated from Greek - sacred letters, and the Egyptians themselves called their writing - divine speech... Why do you think? They were sure that writing was given to them by the god of wisdom - that. But millennia passed and writing was forgotten and we were faced with a choice - how to find out what the Egyptians wanted to convey to us? At the cost of hard work, scientists have unraveled the writings of many ancient eastern peoples, but the Egyptian writing could not be deciphered for a long time. But one day ... an officer of Napoleon's army in 1799 in Egypt found a plate - the text embossed on it was in two languages: ancient Egyptian hieroglyphs and ancient Greek. The stone was found in the place - Rosette, therefore it received the name Rosette stone. Napoleon understood the importance of the find and sent the stone to the Cairo Museum, but the French were defeated in Egypt by the British and, of course, retreating to them, there was no time for historical finds. The ancient Greek language was well known to linguists, therefore this text in ancient Greek was quickly translated, and the comparison of the texts allowed the French scientist Jean Champollion to decipher the ancient Egyptian records.... Let's read about decoding in the tutorial ...
The language of ancient Egypt is quite complex, so not all Egyptians were fluent in writing. This was the prerogative of rich and noble people, primarily scribes, as they were in charge of all affairs in the country. It took years to train the best scribes. Indeed, there are more than 700 characters in ancient Egyptian writing.Let's see the scribe's lesson - to the disciples.
Hieroglyphs could be read from right to left. and from left to right. The letters were written in such a way as to be located facing the person. Many words had 2 or more meanings. What did the Egyptians write on - papyrus,let's read what papyrus is.
Let's try with you to write our names in ancient Egyptian, using hieroglyphs. ...
Use similar sounds instead of vowels ... 24 consonants at the end male name draw a male figure, at the end of a female - a woman. Let's see. Who got it. Exit to the board.
Physical minute ... One, two, three, four, five - we stamp our feet,
One, two, three, four, five - clap our hands
One, two, three, four, five - we do it again.
And blueberries grow in the forest
And blueberries grow in the forest
strawberry blueberry
To pick a berry
need to squat deeper (squats)
walked up in the woods
I'm carrying a basket of berries (walking around)
,
Have a rest, well done. The need for the development of knowledge, the development of life and economy, therefore, the schools taught not only writing, but also mathematics, astronomy, medicine.
There are two states on earth where writing appeared earlier than in other countries. One is Mesopotamia, the other is Egypt.
Writing originated more than 5 thousand. years ago. Think about what year? The Egyptians accumulated more knowledge than people could keep in memory. This led to the invention of writing. The first signs for writing were hieroglyphs (slide + Handout). The guys are looking at the hieroglyphs. Question to the class:
Do you think it was easy to master the hieroglyphs?
There were over 750 hieroglyphs in total. And they were deciphered only in the 19th century in 1822. The name of the person to whom this merit belongs is Champollion. And before we read the document on decrypting hieroglyphs, answer the questions:
Why was it so important to decipher the hieroglyphs?
What do written sources give us?
Could it be possible to learn about the life of the Egyptians only from drawings?
Working with a document on page 62 of the textbook. How did you manage to decipher the hieroglyphs?
Working with handouts. On each school desk there are sheets of hieroglyphs.
One hieroglyph could mean one sound, others - a combination of sounds, and still others - a word. No vowels were written (the guys are studying the handouts). The Egyptians came up with identifiers, they were not read, but only suggested what was being discussed.
Let's try to be with you in the role of scientists. The children are invited to decipher the sentences marked with a checkmark using a hint leaflet.
Checking the job.
Figures in Ancient Egypt. Slide. It was very difficult to perform mathematical operations (it is suggested to try it at home).
Conclusion: studying in Egypt was very difficult. One who knew how to read and write was considered a real sage.
The writing material is papyrus. Demonstration of slides on the production of writing material.
Education in schools. Students independently familiarize themselves with paragraph 3.s.61 of the textbook. Questions:
What was taught in schools?
Who trained?
How was discipline maintained?
Thanks to the deciphering of hieroglyphs, we learned about scientific knowledge in Ancient Egypt.
What sciences have been developed?
It is concluded that high development science. What new have you learned today
And at the end of our lesson you need to solve the crossword puzzle. (Workbook. № 1. page 34)
Homework: P.12 (question 3.4 orally).
