Fine Arts Museums of San Francisco
UC Berkeley History-Social Science Project
2011 Ancient Civilizations Summer Institute
Amy Stauffer
Unit Topic: Ancient Egypt
Unit Focus Question:How did geography influence religion and political order in ancient Egypt?
Unit Teaching Thesis: The development and power of the ancient Egyptian civilization was made possible by its geography. The Nile river provided water to support agriculture for the vast Egyptian empire. Egyptians also used the Nile to trade and travel in Africa and around the Mediterranean region. The hot dry deserts that surrounded Egypt also aided in its development as they acted as natural barriers to invasion. Additionally, the deserts provided the necessary climate to preserve the dead and therefore support many of the Egyptians’ religious practices. The religious beliefs of the ancient Egyptians influenced all aspects of the social and political order of their culture. The Pharaoh’s god-like status kept order in Egypt as lower social levels obeyed strict practices determined by religious traditions. These practices included irrigation-control according to the religious calendar, elaborate temple rituals, embalming the dead, and the work of skilled artisans who created beautiful objects in preparation for the afterlife.
H-SS Standard: 6.2.3 Understand the relationship between religion and the social and political order in Mesopotamia and Egypt.
6-8 Historical and Social Sciences Analysis Skills:
Research, Evidence, and Point of View: 4. Students assess the credibility of primary and secondary sources and draw sound conclusions from them.
Historical Interpretation:3. Students explain the sources of historical continuity and how the combination of ideasand events explains the emergence of new patterns.
Common Core Standards in Reading for Literacy in History / Social Studies 6-12: Grades 6-8 Students:
Key Ideas and Details
1. Cite specific textual evidence to support analysis of primary and secondary sources.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Integration of Knowledge and Ideas
7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Common Core Standards in Writing for Literacy in History / Social Studies 6-12: Grades 6-8 Students:
Text Types and Purposes:
1. Write arguments focused on discipline-specific content:
(a) Introduce claim(s) about a topic or issue, acknowledge and distinguish claim(s) from alternate or opposing claims, and organize the reasons and evidence logically;
(b) Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate and understanding of the topic or text, using credible sources.
Lesson Plan
Lesson Topic: Analyzing Relief from the Tomb of Mentuemhet and The Satire on the Trades, two primary sources from Ancient Egypt
Lesson Focus Questions: What can we learn from Relief from the Tomb of Mentuemhet and the Satire of the Trades about social structure in ancient Egypt?
Lesson Teaching Thesis:
The Satire of the Trades, shows how scribes, who had to be educated in ancient Egypt, had more opportunities than other occupations, while lower classes were required to serve the elite classes. The Satire of the Trades communicated that if a young man didn’t finish his education and become a scribe, his other options were limited to undesirable occupations such as a field hand, metal worker, or fisherman whose lives were filled with hardship and exhaustion. On the other hand if he became a scribe he was assured a life of relative ease and privilege.
Both the tomb relief and the Satire of the Trades portray laborers who work for the elite classes. Unlike laborers and servants, scribes had some independence and in general had better lives. The son, who is being lectured by his father in the Satire of the Trades, must choose to either work long, hard hours in scribe school and reap the rewards of being a scribe later or dismiss the possibility of education and become a laborer living a life full of hardships.
The wall relief tells us much about the social structure of ancient Egypt. It illustrates how the upper class of Ancient Egypt were celebrated in daily life and honored in preparation for the afterlife. The figures shown in the relief are servants to the governor and made up the largest part of Egyptian society, the lower class. The relief was found in the tomb of Governor Ment, and functioned as an offering to the god Amun from Governor Ment. The objects and figures portrayed in tomb reliefs like this one were believed to come alive and bring eternal comfort to the ka or soul of the dead in the afterlife. Therefore servants depicted in this relief would continue to serve Governor Ment in the afterlife.
Both sources will spark conversation about the class system and social mobility through education in ancient Egypt.
Primary Sources:
Relief from the Tomb of Mentuemhet
Egyptian, Thebes, Third Intermediate Period, Dynasties 25-26, ca. 660 B.C.
Limestone with polychrome
Museum purchase, M.H. de Young Memorial Museum
The Satire of the Trades(2050-1640 BCE) from Simpson, William Kelly. Literature of Ancient Egypt, an Anthology of Stories, Instructions, Stelae, Autobiographies, and Poetry.
Secondary Source:
Get Smart With Art Binder Pamphlet #2
ReadingInstruction:
- Trade Ranking (inferences)
- Say, Mean, Matter Chart
Writing Strategy:
- Evidence Sandwich practice
- Analytical Paragraph Response Frame
Suggested Lesson Time Period and timeline:
Three 60 minute periods
Day 1: Read and analyze the Satire of the Trades
Day 2: Examine and analyze the Relief from the Tomb of Mentuemhet
Day 3: Use evidence and analysis gathered in days 1 and 2 to write an analytical paragraph about social structure in ancient Egypt.
Detailed Lesson Steps:
These lessons can be taught as an introduction to social structure in ancient Egypt or as lesson applications after teaching about social structure in ancient Egypt.
Day 1: Read and analyze the Satire of the Trades
1. Ask students to brainstorm what they already know about social structure in Ancient Egypt. Tell them that today they will be reading an ancient piece of writing entitled The Satire on the Trades from the Middle Kingdom ca. 2050-1640 BCE. Explain that in this text a father named Dua-Khety talks to his son, Pepy, about why being a scribe is the best profession in the world. He emphasizes how the life of a scribe is so much better than living with the difficulties other professionals encounter. Read the text aloud to students, and point out the asterisked words and meanings.
2. After reading once to students, ask students to read the text independently and focus on the question: How does the primary source the Satire of the Trades reflect Egyptian beliefs and practices about the social structure and class in ancient Egypt? Students should also identify the hardships Dua-Khety associates with trades other than a scribe. While they read ask students to circle words and phrases they don’t understand or have questions about.
3. Discuss the reading and clear up any misunderstandings about the meaning of the text.
4. Next, complete the chart about the undesirable aspects of each job highlighted in The Satire on the Trades. (note: Scribe will not have any undesirable aspects) Model the first row about the Coppersmith with the students. Then ask students to work with a partner to complete the descriptions for the other four occupations.
5. As a whole class using an overhead projector or document camera, discuss the characteristics of each job and rankings. Ask students which occupation they would prefer to have in ancient Egypt and why.
6. Use the “Say, Mean, Matter” chart to analyze the text further. The purpose is to first summarize the text in the “meaning” column, then analyze the text in the “matter” column. In the matter column students should be answering the question: What does this excerpt tell us about how education affected social structure in ancient Egypt? Model the first few lines of the text for students, then ask them to pick out a line or group of lines to analyze in partners. You may also choose to teach this part of the lesson as a “jigsaw.” Assign different partners specific parts of the text to analyze and then share out with the whole class so that all students have exposure to the entire text. The purpose in this part of the lesson is to deeply analyze text in order to be able to write about it.
7. Students should now complete step 4 on the Satire on the Trades worksheet. Students should focus on the “matters” column in order to answer the question: What does this excerpt illustrate about social structure in ancient Egypt? They will create an “evidence sandwich.” An evidence sandwich first includes an introduction to the claim about social structure in ancient Egypt. It should name the source, which in this case is the Satire on the Trades. Then it should say what people in Egypt believed. The second part of an Evidence sandwich includes the actual evidence or part of text that supports the claim. Finally, the explanation explains how the evidence supports the claim. The attached worksheet gives possible sentence frames to guide students’ evidence sandwiches, but students should feel free to use their own language with in the same basic structure of the evidence sandwich. If this is the first time writing an evidence sandwich, you may want to model this first with the class.
8. Students should re-write their evidence sandwich in the space below or on a separate piece of paper.
Day 2: Examine and analyze the Relief from the Tomb of Mentuemhet
1. Inform students that they will observe an artifact that is on display at The Legion of Honor Museum. First they will look very closely at the image of the tomb relief and notice as many details as possible. They should complete the “Analyzing Art” worksheet independently by first sketching the relief in the space provided, and then listing observations and questions they have about the relief.
2. As a class, discuss observations and questions and then share answers to numbers 4 and 5 jobs you see depicted in the tomb relief.
3. After discussing observations of the image, ask students to read the two page description of the relief in the “Get Smart with Art” binder as partners. Before reading, students should preview the questions on Part II. Investigate of the relief worksheet. These questions are all fact based questions that are answered in the text. Review the answers as a whole group before moving on to Part III.Infer.
4. For Part III. Infer, students will use information they learned on day 1 from the Satire on the Trades and from their observations and reading about the tomb relief. The second question may be difficult for students to answer with out prompting students thinking by asking questions like: If I’m the woman carrying the basket, am I going to have a tomb like Governor Ment? If I’m the man scaling fish, what will my tomb be like? How does my position in society affect my life and afterlife? Again students should work in pairs to complete this part. They should share their thoughts with their table groups first and then share out as a whole class.
5. In Part IV. Synthesize, students are asked to think about what the tomb relief shows us about social structure in ancient Egypt. Just as they did in day one with the Satire on the Trades, students should write an evidence sandwich about the tomb relief. After using the sentence frames to help craft their evidence sandwiches they should rewrite the paragraph in the space provided or on a separate piece of paper.
Day 3: Use evidence and analysis gathered in days 1 and 2 to write an analytical paragraph about social structure in ancient Egypt.
1. As a class, read the prompt and expectations. Have students first rewrite the question in their own words, next share with a partner, and finally share as a whole class.
2. Students should now move on to step 2 on the worksheet for writing an analytical paragraph. They will use the evidence sandwiches they’ve already written and add an introduction and conclusion that connects these claims or contrasts them.
Ancient Civilizations in the Sixth Grade Curriculum Summer Institute 1
Lesson Application #3: Social Structure in Ancient Egypt by Amy Smith Stauffer
Ancient Civilizations in the Sixth Grade Curriculum Summer Institute 1
Lesson Application #3: Social Structure in Ancient Egypt by Amy Smith Stauffer
Understanding the Satire on the Trades
Focus Question: How does the primary source the Satire on the Trades reflect Egyptian beliefs and practices about the social structure and class in ancient Egypt?
1. Read the following excerpt from the Satire on the Trades.In this text, a father named Dua-Khety, talks to his son, Pepy, about why being a scribe is the best profession in the world. He emphasizes how the life of a scribe is so much better than living with the difficulties other professionals encounter. As you read, identify the hardships Dua-Khetyassociates with trades other than a scribe. Circle words and phrases you don’t understand or have questions about.
The Satire on the Trades
1 It is to writings that you must set your mind.
2 It saves one from work.
3 Behold, there is nothing that surpasses writings!
4 I shall make you love books more than your mother,
5 and I shall place their excellence before you.
6 It is indeed greater than any office.
7 There is nothing like it on earth.
8 …I have seen a coppersmith* at his work
9 At the mouth of his furnace**,
10 With fingers were like the claws of the crocodile,
11 and he stank more than fish eggs.
12 The barber*** shaves until the end of the evening.
13 but he must be up early, crying out his bowl upon his arm.
14 He takes himself from street to street to seek out someone to shave.
15 He wears out his arms to fill his belly, like bees who eat (only) according to their work.
16 The field hand cries out forever
17 His voice is louder than the raven’s.
18 His fingers have become ulcerous with an excess of stench.
19 He reaches his house worn out, for the forced labor has ruined him.
20 I mention to you also the fisherman.
21 He is more miserable than any profession.
22 One who is at his work in a river infested with crocodiles
23 One did not tell him that a crocodile was standing there, and fear has blinded him.
24 When he comes to the flowing water, so he falls through the might of God.
25 There is no office free from supervisors, except the scribe’s
26 He is the supervisor!
27 But if you understand writings, then it will be better for you than the professions which I have set before you.
*a metal worker who makes things out of copper
**A large, hot oven used for heating metal and other materials to high temperatures.
***someone who cuts hair
2. Fill in the chart below in order to better understand the demands of each occupation in ancient Egypt. After you’ve filled in the tasks and effects of the job, rank the occupations the way you think the father would have. Make sure you include a reason for your ranking.
Occupation / Job tasks / undesirable aspects of the job / Dua-Khety’s Ranking (1=horrible, 2=undesirable, 3=so-so, 4-good, 5=best) and reason for rankingCoppersmith
Barber
Field Hand
Fisherman
Scribe
3. Use the chart below to understand the meaning of this ancient text. Next analyze the text to interpret what it teaches us about how education affected social structure in Ancient Egypt. One example has been completed for you. Choose three other lines or groups of lines to interpret.
Say (Text of Primary source) / Mean (summarize in your own words) / Matter: What does this excerpt tell us about how education affected social structure in ancient Egypt?(lines 2,4,6,7)
2 It [writing] saves one from work.
4 I shall make you love books more than your mother,
6 It is indeed greater than any office.
7 There is nothing like it on earth. 6 It is indeed greater than any office. 7 There is nothing like it on earth. / Writing, or being a scribe is the best occupation in the world because it does not require physically tiring work. This father wants his son to love writing more than his own mother. / Being a scribe is an amazing opportunity and was respected by society. It was important for fathers to teach their son’s about the value of education in order to gain long term happiness.
(copy selected lines below)
(copy selected lines below)
(copy selected lines below)
4. Synthesize: Look back at the Matters section above. What does this excerpt illustrate about social structure in Ancient Egypt? Put this information together and make a claim about ancient Egyptian society. Use an evidence sandwich to prove your point.
Claim / ______shows how______(name of source) (who)thought/believed______.
Evidence
(Direct quote from excerpt) / Line(s) ______of ______states, ______
(name of source)
______.
Explanation / This shows that______
______because ______
______.
Rewrite your evidence sandwich about what the Satire on the Trades tells us about social structure in Ancient Egypt.